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Irsyad, Irsyad
Universitas Negeri Padang
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Public Health Social Sciences Other

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The Influence of Headteachers’ Instructional Leadership and ICT Literacy on Teachers’ Instructional Leadership through Teachers’ Work Motivation in Primary Schools in South Solok Regency Peni Yulita; Irsyad Irsyad; Rusdinal Rusdinal; Merika Setiawati
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 3 (2026): September-Desember
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i3.2826

Abstract

This study aimed to examine the relationships of principals’ instructional leadership and teachers’ information and communication technology (ICT) literacy with teacher instructional leadership, with work motivation positioned as a mediating mechanism among public elementary school teachers in South Solok Regency, Indonesia. A quantitative correlational survey design was employed involving 291 teachers selected from a population of 1,190 through proportional random sampling. Data were collected using five-point Likert-scale questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.1.1.8 through measurement- and structural-model evaluation. The results showed that principals’ instructional leadership was positively associated with work motivation (β = 0.264, t = 4.775, p < 0.001) and teacher instructional leadership (β = 0.128, t = 2.766, p = 0.006). ICT literacy was positively associated with work motivation (β = 0.519, t = 9.773, p < 0.001) but not directly with teacher instructional leadership (β = 0.044, p = 0.374). Work motivation showed the strongest relationship with teacher instructional leadership (β = 0.709, t = 14.709, p < 0.001) and significantly mediated both the principal instructional leadership pathway (β = 0.187) and the ICT literacy pathway (β = 0.368). The model explained 67.2% of the variance in teacher instructional leadership. These findings indicate that organizational and digital resources become more consequential when translated into sustained teacher motivation. Given the cross-sectional, self-reported design, future longitudinal and multi-source studies are needed to strengthen causal inference and generalizability.
Co-Authors Achyar, Novriyanti Ahmad Sabandi Ahmad Zaki Alrima Charnevi Anisah Anisah Arjunaini Arjunaini Azan Muhammad Akbar Citra Permata Sari Defril Syafrin Durrotun Nafisah Elda Fitri Azola Enceria Damanik Enceria Damanik Erlin Fitria Ermita Ermita Evita Maila Sari Fadilatul Istiqamah Fadilul Rahman Fitria, Yanti Hade Afriansyah Hade Afriansyah Hadiyanto, Hadiyanto Hasni Julidawati Irfan Prima Bakti Khomarudin, Agus Nur Lastrioza Lastrioza Lusi Susanti M. Aries Taufiq M.Aries Fiqri Masaati Laoli Mega Mustika Ali Meizatri, Ranti Merika Setiawati Miftahul Fauzia Miftahul Husni Mudjiran Mudjiran Nabila Zakiya Nela Noviarti Nelfia Adi Nella Darlina Nellitawati Nellitawati Nila Prianti Ningrum, Tia Ayu Ninit Pujianti Nurhizrah Gistituati Nurhizrah Gustituati Peni Yulita Purwantono Purwantono Rahmi Eka Putri Rahmi Malahayati Ridonal Rizki Rifma Rifma Riki Batubara Riri Suliyarti Risha Rismayani Riva Komala Sari Rusdinal Rusdinal Rusdinal Rusdinal Septiara Yolanda Sufyarma M Sufyarma M Sufyarma Marsidin Sulastri - Sulastri Sulastri Sulastri Sumiarni Sumiarni Syahril Syahril Syahril Syahril Tiara Aulia Tiara Dofinsa Windi Lestari Yahya Yahya Yahya Yahya Yanni A Yanti Azmaniar Yarham Yarham Yessy Marlin Yulfianti Yulfianti Yulia Fitri Yulianto Santoso Yulianto Santoso