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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Multidisiplin Indonesia
Netty Afrimayeni
Universitas Negeri Padang, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice

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EFEKTIVITAS KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA ORGANISASI PADA PROSES PEMBELAJARAN DI SEKOLAH MENENGAH ATAS (SMA) Mega Mustika Ali; Netty Afrimayeni; Nurhizrah Gistituati; Rusdinal Rusdinal; Nellitawati Nellitawati
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1452

Abstract

This study is a literature review that examines the effectiveness of transformational leadership by school principals in improving organisational performance related to the learning process in senior high schools. The objectives of this study are (1) to formulate the concept and dimensions of transformational leadership in the context of secondary schools, (2) to examine empirical evidence regarding the influence of transformational leadership on teacher performance, school climate, and student learning outcomes, and (3) to identify mechanisms (mediators and moderators) that strengthen or weaken these influences. A systematic review of empirical literature and meta-reviews published in the last 10 years shows consistent findings: transformational leadership is positively correlated and often significantly influences teacher motivation and performance, collaborative culture, Organisational Citizenship Behaviour (OCB), and several indicators of learning process effectiveness. these effects are often mediated by teacher job satisfaction, professional learning communities (PLCs), and school climate, and moderated by contextual factors such as resource support and school culture. Practical implications are discussed for the development of headteacher capacity and educational leadership development policies.
Implementation of Differential Supervision in Developing Teacher Competence in Senior High Schools. Rahmi Saleh; Netty Afrimayeni; Rahmawaty Pasaribu
Jurnal Multidisiplin Indonesia Vol. 4 No. 2 (2026): Juni: Jurnal Multidisiplin Indonesia
Publisher : PT. ALHAFI BERKAH INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62007/joumi.v4i2.723

Abstract

This study aims to analyze the implementation of differential supervision in developing teacher competency in high schools. The research approach used is a Systematic Literature Review (SLR) by examining various relevant scientific articles from academic databases. Data were analyzed through grouping main themes that include the implementation of differential supervision, supporting and inhibiting factors, and its impact on teacher competency. The results show that differential supervision is a supervisory approach that adapts to the needs, experiences, and competencies of teachers, making it more effective than uniform supervision. Its implementation is carried out through classroom observations, individual coaching, and collaborative and ongoing learning reflections. In addition, differential supervision has a positive impact on improving teachers' pedagogical and professional competencies. However, its implementation still faces obstacles such as time constraints, administrative burdens, and the dominance of the supervision paradigm as an evaluative activity. This study concludes that differential supervision has great potential to improve the quality of learning if supported by paradigm shifts and appropriate policies in schools.
Co-Authors Mega Mustika Ali Nellitawati Nellitawati Nurhizrah Gistituati Rahmawaty Pasaribu Rahmi Saleh Rusdinal Rusdinal