Sakerani, Ali Imron, Ery Try Djatmika, Imron Arifin
The Indonesian education system is confronted with low-quality teaching, which has manifested low Teacher Competency Test (UKG) scores and incompetency among teachers. In Banjarmasin City, the UKG score in 2016 was 62.73%, while, on average, the Teacher Performance Assessment (PKG) score was 49.148, which is 25.852 lower than the required minimum of 75.0. Existing literature has established the core role of school leadership in improving the quality of education offered in public institutions. The aim of the present investigation was to explore the synergistic impacts of principal's leadership approaches and teacher motivation on performance among high school teachers from three schools in Banjarmasin City, Indonesia. A qualitative research framework was adopted, which entailed the utilization of purposive sampling technique, semi-structured interviews, and thematic analysis to collect and analyze data. The findings suggest that in the selected institutions, principals have a direct influence on teacher motivation through the provision of supportive governance. In addition, school leadership indirectly shapes teacher performance through lobbying for equitable pay for their subordinates and ensuring access to teaching resources, which in turn influence teacher motivation levels. The findings through quantitative technique indicate a significant and positive influence of transformational leadership on teacher performance. © Primrose Hall Publishing Group.
Department of Educational Management, Universitas Negeri Malang, Indonesia
