Exploring the Role of Principal Behavior in Shaping Teacher Performance

Mohammad  Rifa’i; Mohamad  Rofik

doi:10.32478/jaf6rd43

Authors

Mohammad Rifa’i Universitas Nurul Jadid, Probolinggo - Indonesia
Mohamad Rofik Universitas Nurul Jadid, Probolinggo - Indonesia

Keywords:

Principal behavior, teacher performance, effective communication

Abstract

This research aims to examine the role of the principal's behavior in shaping teacher performance at Nurul Jadid High School. The main focus of the research is to understand how principal behavior, such as effective communication, appreciation of teachers, and ongoing coaching, influences the quality of teacher work. This research uses quantitative methods with a survey approach. Data was collected through questionnaires distributed to teachers at Nurul Jadid High School, then analyzed using regression analysis to determine the relationship between principal behavior and teacher performance. The research results show that positive principal behavior, especially effective communication and giving appreciation, has a significant influence on improving teacher performance. Apart from that, structured coaching helps improve the quality of teaching. Participative leadership has also been proven to increase collaboration between teachers. The implications of this research emphasize the importance of school principals in creating a positive work environment to improve the quality of education. Recommendations are given to school principals to continue to build open communication, provide regular appreciation, and carry out ongoing coaching to support teacher professional development.

Downloads

Download data is not yet available.

Author Biography

Mohamad Rofik, Universitas Nurul Jadid, Probolinggo

Education

References

Ahmed, M., & Malik, B. (2021). Analysis of Job Satisfaction and Performance of Private and Public Sectors’ Teachers of Balochistan: A Comparative Study. Pakistan Study Centre, 14(2), 1–12.

Ariyani, D., & Zuhaery, M. (2021). Principal’s Innovation and Entrepreneurial Leadership to Establish a Positive Learning Environment. European Journal of Educational Research, 10(1), 63–74.

Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2021). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32(3), 387–412.

Buyukgoze, H., Caliskan, O., & Gümüş, S. (2024). Linking distributed leadership with collective teacher innovativeness: The mediating roles of job satisfaction and professional collaboration. Educational Management Administration & Leadership, 52(6), 1388–1409.

Eliophotou Menon, M., & Lefteri, A. (2021). The link between transformational leadership and teacher self-efficacy. Education, 142(1), 42–52.

Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531.

Ganon-Shilon, S., Finkelstein, I., Sela-Shayovitz, R., & Schechter, C. (2023). Inclusive leadership in times of COVID-19 crisis: The role of district and school leaders in fostering school sense-making processes within a national inclusion and integration reform. Leadership and Policy in Schools, 22(4), 992–1012.

Gilson, C. B., & Biggs, E. E. (2024). Perspectives of special education teachers and paraprofessionals on working together in general education settings. International Journal of Inclusive Education, 28(14), 3341–3356.

Kilag, O. K. T., Uy, F. T., Calledo, M. F. S., Cerna, Y. T. Dela, Villanueva, K. M., & Angtud, N. A. A. (2023). Quality performance of teachers: work environment, work attitude, and principal supervision: qualitative investigation. Science and Education, 4(7), 415–429.

Kılınç, A. Ç., Polatcan, M., Savaş, G., & Er, E. (2024). How transformational leadership influences teachers’ commitment and innovative practices: Understanding the moderating role of trust in principal. Educational Management Administration & Leadership, 52(2), 455–474.

LaGree, D., Houston, B., Duffy, M., & Shin, H. (2023). The effect of respect: Respectful communication at work drives resiliency, engagement, and job satisfaction among early career employees. International Journal of Business Communication, 60(3), 844–864.

Li, L., & Liu, Y. (2022). An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance. Asia Pacific Journal of Education, 42(4), 661–678.

Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430–453.

Maqbool, S., Zafeer, H. M. I., Maqbool, S., Zeng, P., Draissi, Z., & Javed, S. (2024). Stance of numerous leadership styles and their effect on teaching to sustain academic performance at the high school level. Heliyon, 10(16).

Meyer, A., Richter, D., & Hartung-Beck, V. (2022). The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy. Educational Management Administration & Leadership, 50(4), 593–612.

Pan, H.-L. W., & Chen, W.-Y. (2021). How principal leadership facilitates teacher learning through teacher leadership: Determining the critical path. Educational Management Administration & Leadership, 49(3), 454–470.

Parlar, H., Turkoglu, M. E., & Cansoy, R. (2024). Instructional leadership as a predictor of collaborative culture in schools. International Journal of Leadership in Education, 27(4), 715–738.

Pizzolitto, E., Verna, I., & Venditti, M. (2023). Authoritarian leadership styles and performance: a systematic literature review and research agenda. Management Review Quarterly, 73(2), 841–871.

Samimi, M., Cortes, A. F., Anderson, M. H., & Herrmann, P. (2022). What is strategic leadership? Developing a framework for future research. The Leadership Quarterly, 33(3), 101353.

Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305.

Tannehill, D., Demirhan, G., Čaplová, P., & Avsar, Z. (2021). Continuing professional development for physical education teachers in Europe. European Physical Education Review, 27(1), 150–167.

Tonich, T. (2021). file:///C:/Users/LENOVO-ARCOMP/Downloads/scholar (51).ris. Journal of Social Studies Education Research, 12(1), 47–75.

Wang, Q., Hou, H., & Li, Z. (2022). Participative leadership: a literature review and prospects for future research. Frontiers in Psychology, 13, 924357.

Zhang, F. (2022). [Retracted] Design and Application of Artificial Intelligence Technology‐Driven Education and Teaching System in Universities. Computational and Mathematical Methods in Medicine, 2022(1), 8503239.

Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714–731.