The Effect of Participatory Leadership, Work Discipline, and Motivation on the Professional Competence of Teachers at SDS Muhammadiyah 1 Menganti Gresik
DOI:
https://doi.org/10.63309/dialektika.v24i2.1124Keywords:
Motivation, Participative Leadership, Teachers’ Professional Competence, Work Discipline.Abstract
Improving teachers’ professional competence is essential for strengthening the quality of basic education in Indonesia, particularly because teacher performance is shaped not only by individual capability but also by managerial and psychological conditions within schools. This study aims to analyze the influence of participative leadership, work discipline, and motivation on teachers’ professional competence at SDS Muhammadiyah 1 Menganti, Gresik Regency. The study used a quantitative approach with a correlational design. The population consisted of 43 teachers, all of whom were selected as respondents through total sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. The data were analyzed using multiple linear regression with SPSS 26. The findings show that participative leadership significantly influences teachers’ professional competence, with a t-value of 2.874 and a significance value of 0.007. Work discipline also has a significant effect, with a t-value of 3.216 and a significance value of 0.003. Motivation is the most dominant variable, with a t-value of 4.102 and a significance value of 0.000. Simultaneously, the three variables significantly affect teachers’ professional competence, with an F-value of 28.764 and significance of 0.000. The model explains 67.1% of variance, offering practical implications for school leadership development.
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