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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Educational Management and Instruction (JEMIn) Jurnal Pendidikan Geografi Unpatti EDUCATIONE: Journal of Education Research and Review Jurnal Pengabdian kepada Masyarakat Arumbai DEVOTIONIS: Journal of Community Service Jurnal Pengabdian kepada Masyarakat Arumbai
Rumfot, Sumarni
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Religion Arts Humanities Astronomy Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Transportation Other

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Journal : EDUCATIONE: Journal of Education Research and Review

 1 
DO PRINCIPALS’ LEADERSHIP STYLES MATTER? LINKS TO TEACHERS’ WORK MOTIVATION UNDER JOB STRESS Suailo, Amir; Kempa, Rudolf; Rumfot, Sumarni
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.126

Abstract

Principal leadership is the second-strongest in-school influence on learning after classroom teaching and shapes teachers’ resources, stress, and motivation; in Indonesia’s island contexts these leadership routines are pivotal. To estimate the associations of principal leadership practices and teacher work stress with teachers’ work motivation in SD Gugus 3, Kecamatan Nusaniwe (Ambon). Quantitative, cross-sectional survey of n = 87 teachers, proportionate stratified sampling; validated scales for learning-centered leadership, teacher stress, and work motivation (Likert 0–4); assumption checks (P–P plot, VIF); Pearson correlations and multiple regression with α = .05. The model was significant (R² = 0.241; F(2,84) ≈ 13.34, p < .001). Leadership showed a positive, significant effect on motivation (b = 0.287, p < .05), while stress had a near-zero, non-significant partial effect (b = 0.005). Diagnostics indicated no harmful multicollinearity and approximately normal, homoscedastic residuals. Learning-centered leadership—clear academic goals, observation-feedback, and principals’ participation in teacher learning—is the most actionable lever to strengthen teacher motivation; stress likely operates indirectly via job demands/resources. Provides practice-ready guidance for island schools: expand teachers’ job resources (autonomy, collaboration, feedback) and streamline demands (paperwork, behavior routines) through principal routines. Employ longitudinal or quasi-experimental designs, incorporate multi-source measures (e.g., observation-based leadership, objective workload), test JD-R mediation and motivation moderation, and link teacher motivation changes to student outcomes.
Co-Authors Anak Agung Oka Anshoriyah, Sofiyatul Bugis, Nurdiana Iwan Ramadhan Kunu, Matusela Latukau, Rahmawati Latuliu, Nurlaila Maahury, Estin Indria Mahulauw, Ujian Makaruku, Vando Kristi Nunuela, Nandalita Nussy, Salim Paul Arjanto Rahabav, Patrisius Ramliani, Wa Ode Refwutu, Meilan Retraubun, Fenty Rudolf Kempa, Rudolf Sahib, Abdul Sari, Veny Yohan Singerin, Sarlota Sohilait, Desembra Suailo, Amir Thayb, Murni Daeng Tomasila, Beatrix Untayana, Adha Wakim, Yuliana Wenno, Izaak H Wenno, Izaak H. Wokas, Amalia Hayuningtias