The Effect of Transformational Leadership and Organizational Commitment on Intentions to Move Elementary School Administrative Staff in Bukittinggi City

Nirmalena Nirmalena; Rusdinal Rusdinal; Nurhizrah Gustitianti; Ahmad Sabandi

doi:10.55227/ijhess.v2i4.377

Authors

Nirmalena Nirmalena Educational Administration, Padang State University, Indonesia
Rusdinal Rusdinal Educational Administration, Padang State University, Indonesia
Nurhizrah Gustitianti Educational Administration, Padang State University, Indonesia
Ahmad Sabandi Educational Administration, Padang State University, Indonesia

DOI:

https://doi.org/10.55227/ijhess.v2i4.377

Abstract

Based on the pre-survey in the field, it was illustrated that the performance of Padang City Public Middle School teachers was not optimal. This is thought to have something to do with the leadership of the school principal who is not yet good and the school climate is not conducive. Therefore it is necessary to do research to test the truth. This study aims to reveal the contribution of the principal's leadership and school climate to the performance of Padang City Public Middle School teachers. The hypotheses put forward in this study are: (1) principal leadership contributes to teacher performance, (2) school climate contributes to teacher performance, (3) principal leadership and school climate jointly contribute to teacher performance. The population in this study were all 1,099 public junior high school teachers in the city of Padang. The research sample was 220 people who were taken by the Cluster Random Sampling technique. The research instrument used is the rating scale and the Likert Scale model questionnaire which has been tested for its validity and reliability. The research data were analyzed using correlation and regression techniques.The r esults of the data analysis show that: (1) principal leadership contributes to teacher performance by 24.4%, (2) school climate contributes to teacher performance by 36.9%, (3) principal leadership and school climate together contribute to teacher performance by 51.6 %. The achievement level of the teacher performance score is 85.53% in the good category, and for school principal leadership is 87.65% in the good category while for the school climate 86.83 of the ideal score is in the conducive category. The findings above imply that the principal's leadership and school climate are two factors that can improve teacher performance, apart from other factors.

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