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All Journal Jurnal Konseling dan Pendidikan
Merry Lapasau
Indonesian Language Education Department, Postgraduate Faculty, Universitas Indraprasta PGRI
Education

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Structural model reconstruction of transformational leadership and self-efficacy effects on teacher performance: a systematic review Yudhi Hertanto; Widodo Widodo; Merry Lapasau; Bambang Sumadyo
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1220900

Abstract

The nationwide digitalization of teacher administration through the integration of the Platform Merdeka Mengajar (PMM) and the e-Kinerja performance system has triggered unprecedented psychological pressures and administrative workloads, leading to fluctuations in teacher performance. This study aims to reconstruct an integrative conceptual model of the contributions of school principals' transformational leadership and teacher self-efficacy to teacher performance using a theory-building Systematic Literature Review (SLR) approach. Guided by the PRISMA 2020 protocol, a rigorous literature search was conducted on Scopus, Web of Science, and Sinta 1–3 databases to identify peer-reviewed original articles published between 2016 and 2026. Study quality was appraised using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist by two independent reviewers, achieving a highly reliable inter-rater agreement (κ=0.85). Qualitative-narrative synthesis of 38 selected articles demonstrates that transformational leadership has a consistently robust cumulative macro-effect correlation (r=0.441, p<0.001) on teacher performance. Furthermore, this study proves that self-efficacy does not merely act as a linear independent variable, but simultaneously functions as a cognitive mediator and contextual moderator (mediated-moderation) that dictates the direction and strength of leadership influence on performance. This reconstruction successfully resolves empirical gaps where the direct effect of transformational leadership was occasionally non-significant in micro-samples. This article formulates a novel structural model and four theoretical propositions to guide future primary quantitative research.
Improving teacher performance through strengthening transformational leadership, pedagogical competence, and work ethic: a systematic literature review Happy Gustin; Merry Lapasau; Widodo Widodo; Supardi Uki Sajiman
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1221100

Abstract

This study systematically synthesized empirical evidence to examine the contribution of these factors to teacher performance. A Systematic Literature Review (SLR) following the PRISMA 2020 reporting guideline was conducted using peer-reviewed empirical studies retrieved from Google Scholar through Publish or Perish. After screening, eligibility assessment, and quality appraisal, 17 studies published between 2020 and 2026 met the inclusion criteria and were included in the qualitative synthesis. The findings indicate that most reviewed studies identified transformational leadership as the strongest organizational determinant of teacher performance by enhancing teacher motivation, organizational commitment, instructional innovation, and supportive school environments. Pedagogical competence improved instructional effectiveness through better lesson planning, classroom management, assessment, and student-centered learning, while work ethic strengthened teachers' professional responsibility, discipline, commitment, and instructional consistency. Overall, the synthesized evidence suggests that sustainable improvement in teacher performance requires integrated educational management strategies combining transformational leadership, continuous professional development, and supportive organizational cultures. These findings provide practical implications for school leaders and educational policymakers seeking to improve teacher performance and educational quality.
Co-Authors Bambang Sumadyo Happy Gustin Supardi Uki Sajiman Widodo Widodo Yudhi Hertanto