Learning Community as a Dominant Predictor of Teacher Performance: The Role of Principal Transformational Leadership and Academic Supervision
Evidence from public junior high schools in Bumiayu District
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.470Keywords:
Professional Collaboration, Teacher Professionalism, School Leadership, Teacher Development, Quality Of LearningAbstract
Educational management transformation requires improving teacher performance through effective school leadership, professional collaboration, and continuous academic supervision. However, learning quality in public junior high schools in Bumiayu District, Brebes Regency, remains uneven despite the implementation of academic supervision and learning communities. This study examines the effects of transformational school leadership, learning communities, and academic supervision on teacher performance and identifies the most dominant factor. A quantitative approach with an associative ex post facto design was employed. The sample consisted of 132 teachers from public junior high schools in Bumiayu District, selected through saturated sampling. Data were collected using a validated and reliable Likert-scale questionnaire and analyzed through prerequisite tests, simple and multiple regression, t-tests, and an F-test. The results show that transformational leadership significantly affects teacher performance, contributing 20.3%, while academic supervision contributes 27.3%. Learning communities have the strongest effect, with a correlation coefficient of 0.851 and a coefficient of determination of 72.4%, remaining significant in the multiple regression model. Simultaneously, the three variables significantly affect teacher performance, explaining 72.5% of its variance. These findings highlight learning communities as a strategic priority for improving teacher performance
Downloads
References
F. Yolviansyah, Hermanto, and D. M. Rosyidah, “Academic Supervision and Work Climate to Improve Primary School Teacher Performance,” J. Pendidik. Indones., vol. 13, no. 4, 2024, doi: 10.23887/jpiundiksha.v13i4.79502.
[2] H. Y. Abuhassira, A. Z. A. Razak, and K. E. Hoque, “The impact of transformational leadership on classroom interaction in UAE secondary schools,” Educ. Inf. Technol., vol. 29, pp. 22757–22778, 2024, doi: 10.1007/s10639-024-12701-3.
[3] A. Al-Amin Mydin, Y. Xia, and Y. Long, “Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang,” Teach. Teach. Educ., vol. 148, p. 104715, 2024, doi: 10.1016/j.tate.2024.104715.
[4] H. Albuni, A. M. R. Aslamiah, and A. M. Rizalie, “The effect of transformational leadership of the principal, work motivation and work discipline on teacher performance,” Int. J. Soc. Sci. Hum. Res., vol. 5, no. 6, pp. 2370–2375, 2022, doi: 10.47191/ijsshr/v5-i6-62.
[5] M. Ş. Bellibaş, S. Gümüş, and Y. Liu, “Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality,” Sch. Eff. Sch. Improv., vol. 32, no. 3, pp. 387–412, 2021, doi: 10.1080/09243453.2020.1858119.
[6] P. Meesuk, A. Wongrugsa, and T. Wangkaewhiran, “Sustainable teacher professional development through professional learning community: PLC,” J. Teach. Educ. Sustain., vol. 23, no. 2, pp. 30–44, 2021, doi: 10.2478/jtes-2021-0015.
[7] F. Huijboom, P. Van Meeuwen, E. Rusman, and M. Vermeulen, “Professional learning communities as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors,” Learn. Cult. Soc. Interact., vol. 31, p. 100566, 2021, doi: 10.1016/j.lcsi.2021.100566.
[8] A. A. Christensen and J. Jerrim, “Professional learning communities and teacher outcomes: A cross-national analysis,” Teach. Teach. Educ., vol. 156, p. 104920, 2025, doi: 10.1016/j.tate.2024.104920.
[9] S. Hartinah et al., “Teacher’s performance management: The role of principal’s leadership, work environment and motivation in Tegal City, Indonesia,” Manag. Sci. Lett., vol. 10, no. 1, pp. 235–246, 2020, doi: 10.5267/j.msl.2019.7.038.
[10] V. Syafriani, J. Jamilus, and D. A. Afriyani, “The influence of transformational leadership of school principals and learning communities (Kombel) on teachers’ professional competence,” Indones. Audit. Res. J., vol. 15, no. 2, pp. 148–155, 2026, doi: 10.35335/arj.v15i2.655.
[11] G. Lei, A. H. A. Hamid, and A. N. Mansor, “The role of transformational leadership in professional learning communities: Empirical evidence from China,” J. Pedagog. Res., vol. 8, no. 3, pp. 263–278, 2024, doi: 10.33902/JPR.202427425.
[12] R. H. Voelkel, “Causal relationship among transformational leadership, professional learning communities, and teacher collective efficacy,” Int. J. Leadersh. Educ., vol. 25, no. 3, pp. 345–366, 2022, doi: 10.1080/13603124.2019.1690699.
[13] E. Roesminingsih and W. Windasari, “The impact of transformational leadership on teacher performance: A study of professional learning communities in Indonesia,” J. Pedagog. Res., vol. 9, no. 3, pp. 312–326, 2025, doi: 10.33902/JPR.202530146.
[14] B. Vanblaere and G. Devos, “Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics,” Sch. Eff. Sch. Improv., vol. 27, no. 2, pp. 205–227, 2016, doi: 10.1080/09243453.2015.1064455.
[15] R. Rawati, M. Murniati, and N. Niswanto, “Implementation of principal academic supervision in improving teacher performance,” AL-ISHLAH J. Pendidik., vol. 14, no. 1, pp. 659–668, 2022, doi: 10.35445/alishlah.v14i1.546.
[16] I. K. Wardani, M. M. Ibrahim, B. Baharuddin, and D. Rahman, “Supervisi akademik dan kompetensi pedagogik sebagai determinan kinerja guru,” Manaj. Pendidik., vol. 17, no. 1, 2022, doi: 10.23917/jmp.v17i1.16261.
[17] V. Hartina and S. Supriyoko, “Contribution of teaching experience, teacher achievement motivation and principal academic supervision on teacher performance in Eduversal partner primary schools throughout Indonesia,” Media Manaj. Pendidik., vol. 7, no. 3, pp. 402–411, 2025, doi: 10.30738/mmp.v7i3.16877.
[18] K. Leithwood, J. Sun, R. Schumacker, and C. Hua, “Psychometric properties of the successful school leadership survey,” J. Educ. Adm., vol. 61, no. 4, pp. 385–404, 2023, doi: 10.1108/JEA-08-2022-0115.
[19] S. Doğan and A. Adams, “Effect of professional learning communities on teachers and students: Reporting updated results and raising questions about research design,” Sch. Eff. Sch. Improv., vol. 29, no. 1, pp. 64–90, 2018, doi: 10.1080/09243453.2017.1383274.
[20] Marinda and L. D. Prasojo, “The effect of principal’s academic supervision, teacher professional learning community activities, and teacher professional competence on state vocational high school teachers’ performance in Indragiri Hilir Regency,” Int. J. Educ. Technol. Res., vol. 3, no. 1, 2025, doi: 10.59890/ijetr.v3i1.394.
[21] L. Li and Y. Liu, “An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance,” Asia Pacific J. Educ., vol. 42, no. 4, pp. 661–678, 2022, doi: 10.1080/02188791.2020.1806036.
[22] C. F. Dormann, J. Elith, and S. Bacher, “Collinearity: A review of methods to deal with it and a simulation study evaluating their performance,” Ecol. Monogr., vol. 83, no. 1, pp. 27–46, 2013, doi: 10.1890/12-1235.1.
[23] R. C. MacCallum, K. F. Widaman, S. Zhang, and S. Hong, “Sample size in factor analysis,” Psychol. Methods, vol. 4, no. 1, pp. 84–99, 1999, doi: 10.1037/1082-989X.4.1.84.
[24] L. R. Fabrigar, D. T. Wegener, R. C. MacCallum, and E. J. Strahan, “Evaluating the use of exploratory factor analysis in psychological research,” Psychol. Methods, vol. 4, no. 3, pp. 272–299, 1999, doi: 10.1037/1082-989X.4.3.272.
[25] W. Kang, “Explaining effects of transformational leadership on teachers’ cooperative professional development through structural equation model and phantom model approach,” Sustainability, vol. 13, no. 19, p. 10888, 2021, doi: 10.3390/su131910888.
[26] C. P. C. Keung, H. Yin, W. W. Y. Tam, C. S. Chai, and C. K. K. Ng, “Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities,” Educ. Manag. Adm. Leadersh., vol. 48, no. 5, pp. 875–892, 2020, doi: 10.1177/1741143219864941.
[27] K. H. To, H. Yin, W. W. Y. Tam, and C. P. C. Keung, “Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis,” Educ. Manag. Adm. Leadersh., vol. 51, no. 4, pp. 889–911, 2023, doi: 10.1177/17411432211015227.
[28] H. Yin, K. H. To, C. P. C. Keung, and W. W. Y. Tam, “Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens,” Teach. Teach. Educ., vol. 82, pp. 153–163, 2019, doi: 10.1016/j.tate.2019.03.019.
[29] N. Sari, “Pengaruh kepemimpinan transformasional kepala sekolah terhadap kinerja guru,” J. Innov. Teach. Instr. Media, vol. 5, no. 3, pp. 869–879, 2025, doi: 10.52690/jitim.v5i3.1011.
[30] E. Sugianto, “Pengaruh kepemimpinan transformasional kepala sekolah terhadap kinerja guru,” TSAQOFAH, vol. 4, no. 5, pp. 3415–3421, 2024, doi: 10.58578/tsaqofah.v4i5.3291.
[31] N. Nurrizayani, N. Niswanto, and N. Usman, “Empowering education: Transformational leadership creates inspiring work climates to boost teacher performance,” Al-Tanzim J. Manaj. Pendidik. Islam, vol. 8, no. 4, 2024, doi: 10.33650/al-tanzim.v8i4.9646.
[32] W. Widiyanti, T. Harris, and A. Faizin, “A collaborative based academic supervision model for enhancing teacher performance,” TOFEDU Futur. Educ. J., vol. 5, no. 1, pp. 945–951, 2026, doi: 10.61445/tofedu.v5i1.1613.
[33] X. Yang and Y. C. Chang, “The effects of perceived distributed leadership on teacher professional development among primary school teachers: The mediating role of teacher professional learning community,” J. Pedagog. Res., vol. 8, no. 4, pp. 163–177, 2024, doi: 10.33902/JPR.202429304.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Roihatul Jannah; Supandi, Harjito
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
