Teacher Performance in Relation to School Culture and Principal Leadership Style
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.407Keywords:
Principal leadership, school organizational culture, teacher performance, elementary schoolAbstract
This study aims to evaluate the influence of school organizational culture and principal leadership style on teacher performance at SD Negeri 2 Rawalaut, both partially and simultaneously. Quantitative methods were used in this study, which were designed as a correlational survey. This study is a population study (total sampling) because all teachers at SD Negeri 2 Rawalaut, totaling 35 people. The tool used was a questionnaire with a five-choice Likert scale, which was tested for validity and reliability. Multiple linear regression analysis was used with the help of Jamovi version 2.7.24, which was preceded by prerequisite tests for normality, linearity, heteroscedasticity, and multicollinearity. The results of the study show that: (1) The principal's leadership style has a positive and significant impact on teacher performance, with a calculated t value greater than t table (3.45 greater than 2.034) and a significance of 0.002 less than 0.05; (2) School organizational culture has a positive and significant impact on teacher performance, with a calculated t value greater than t table (2.85 greater than 2.034) and a significance of 0.007 less than 0.05; and (3) Principal leadership style. Other variables outside this study influence 62.8% of the total, with a calculated F value greater than F table (9.48 greater than 3.285) and a contribution (R2) of 37.2%. These results indicate that improving school culture and improving the quality of principal leadership are two successful methods for improving teacher performance.
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