The Influence of Principal Leader Style on Elementary School Teacher Performance
DOI:
https://doi.org/10.63309/dialektika.v24i2.1123Keywords:
Elementary School, Leadership Style, Principal, Teacher PerformanceAbstract
Teacher performance is a strategic factor in improving the quality of elementary education. In the context of the Merdeka Belajar policy, principals are required to act as instructional leaders who are able to influence teachers’ professional performance in a sustainable manner. This study aims to analyze the effect of the principal’s leadership style on the performance of elementary school teachers in School Cluster 2, Benjeng District, Gresik Regency. This study employed a quantitative approach with a correlational design. The population consisted of all elementary school teachers from five elementary schools in School Cluster 2, Benjeng District, Gresik Regency, totaling 43 teachers. The sampling technique used was saturated sampling, meaning that the entire population was included as research respondents. Data were collected using a five-point Likert scale questionnaire that had met validity and reliability testing requirements. Data analysis was conducted using simple linear regression. The results show that the principal’s leadership style has a positive and significant effect on teacher performance (β = 0.691; p < 0.05), with a contribution of 47.8%. The effect size value (f² = 0.91) indicates a strong practical effect. The study concludes that transformational and participative principal leadership plays an important role in improving the performance of elementary school teachers.
Downloads
References
Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publications.
Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. (1993). A theory of performance. In N. Schmitt & W. C. Borman (Eds.), Personnel selection in organizations (pp. 35–70). Jossey-Bass.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78–90.
Hair, J. F., Babin, B. J., Anderson, R. E., & Black, W. C. (2022). Multivariate data analysis (8th ed.). Cengage Learning.
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142.
Izah, S. C., Sylva, L., & Hait, M. (2024). Cronbach’s alpha: A cornerstone in ensuring reliability and validity in environmental health assessment. ES Energy & Environment, 23, 1057. https://doi.org/10.30919/esee1057
Koo, M., & Yang, S.-W. (2025). Likert-type scale. Encyclopedia, 5(1), 18. https://doi.org/10.3390/encyclopedia5010018
Kusmaryono, I., Wijayanti, D., & Maharani, H. R. (2022). Number of response options, reliability, validity, and potential bias in the use of the Likert scale education and social science research: A literature review. International Journal of Educational Methodology, 8(4), 625–637. https://doi.org/10.12973/ijem.8.4.625
Lee, S. W. (2022). Regression analysis for continuous independent variables in medical research: Statistical standard and guideline of Life Cycle Committee. Life Cycle, 2, e3. https://doi.org/10.54724/lc.2022.e3
Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
Sugiyono. (2022). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Yukl, G. (2013). Leadership in organizations (8th ed.). Pearson.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jurnal Dialektika: Jurnal Ilmu Sosial
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
