scholarly journals The Effects of School Principals' Leadership Style, Work Motivation, and Work Discipline on Teacher Pedagogical Competencies

2021 ◽  
Vol 13 (2) ◽  
pp. 1464-1470
Author(s):  
Rini Mutia ◽  
Niswanto Niswanto ◽  
Yusrizal Yusrizal
Keyword(s):  
Leadership Styles ◽  
Leadership Style ◽  
Principal Leadership ◽  
Quantitative Study ◽  
Work Motivation ◽  
School Administrators ◽  
Teacher Performance ◽  
Substantial Effect ◽  
Quantitative Methodology ◽  
Teacher Work

This study aimed to elicit data regarding the effect of school administrators' leadership styles, work motivation, and work discipline on teacher pedagogical competency. This study employs a quantitative methodology. The researchers conducted a quantitative study to demonstrate the effect of the principal's leadership style, work motivation, and work discipline on the pedagogical competency of teachers at SMA Negeri 1 Badar, Aceh Tenggara Regency. The findings indicate that principal leadership has a considerable effect on teacher performance and that teacher work motivation greatly affects teacher performance. Principal leadership and teacher work motivation have a major impact on teacher performance. The purpose of this study was to elicit data regarding the effect of school administrators' leadership styles, work motivation, and work discipline on teacher pedagogic competency. This study employs a quantitative methodology. The researchers conducted a quantitative study to demonstrate the effect of the principal's leadership style, work motivation, and work discipline on the pedagogical competency of teachers at SMA Negeri 1 Badar, Aceh Tenggara Regency. The findings indicated that principal leadership has a substantial effect on teacher performance, that teacher work motivation has a significant effect on teacher performance, and that principal leadership and teacher work motivation significantly affect teacher performance.

scholarly journals The influence of organizational culture, principal leadership, and teacher work motivation on teacher performance

2021 ◽  
Vol 6 (2) ◽  
pp. 310
Author(s):  
Indra Hasan ◽  
Happy Fitria ◽  
Achmad Wahidy
Keyword(s):  
Organizational Culture ◽  
Principal Leadership ◽  
Significant Influence ◽  
Research Method ◽  
Quantitative Research ◽  
Work Motivation ◽  
Teacher Performance ◽  
Descriptive Analysis ◽  
Teacher Work ◽  
Simple Regression

This research aims to describe the influence of organizational culture, principal leadership, and teacher work motivation on teacher performance in SMAN 1 Air Sugihan. The method used is a quantitative research method with a population as well as a sample of 33 people. The data collection techniques used were questionnaires and observations. The data analysis used descriptive analysis, simple regression, and multiple regression with the help of the IBM SPSS version 25,0 Program. The results showed that; (1) there is a positive and significant influence between organizational culture on teacher performance, (2) there is a positive and significant influence between principal leadership on teacher performance, (3) there is an influence which is positive and significant between teacher work motivation on teacher performance, and (4) there is a positive and significant influence between organizational culture, principal leadership, and teacher work motivation on teacher performance.

scholarly journals Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management

2020 ◽  
Vol 12 (8) ◽  
pp. 3390
Author(s):  
Atif Saleem ◽  
Sarfraz Aslam ◽  
Hong-biao Yin ◽  
Congman Rao
Keyword(s):  
Job Performance ◽  
Leadership Styles ◽  
Principal Leadership ◽  
Performance Indicators ◽  
Structural Equation ◽  
Middle Management ◽  
Performance Standards ◽  
Key Performance Indicators ◽  
Equation Modeling ◽  
Principal Leadership Styles

Achievement-oriented leaders let their followers know their expectations. They regularly set clear goals with potential high-performance standards, they trust in the capabilities of their subordinates, and they encourage the continued performance improvement of their subordinates. This investigation studied the effects of private secondary school principals’ leadership styles on teachers’ job performance. Four leadership styles outlined in the path–goal theory and five key performance indicators (KPIs) of teacher job performance were chosen for the present research. Numerous prior studies have documented this subject. However, they reported on teacher job performance as a single unit. Therefore, a concerted effort was required to examine the effects of adopted principal leadership styles on each of the five key performance indicators of teacher job performance. A total of 253 middle management personnel took part in this empirical study. The correlation findings from the structural equation modeling revealed that the directive leadership style had a significant effect on teacher job performance in the studied schools, followed by the supportive and achievement-oriented leadership styles. Conversely, although participative leadership was identified as a significant predictor, it was not considered a promising predictor of teacher job performance. This research was conducted in a non-Western culture, where directive leadership is beneficial for encouraging teacher job performance; this claim is greatly supported by the available rigorous literature.

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