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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Estiningsih Trihandayani Trihandayani
Universitas Pamulang
Education

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PENGARUH KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH, KOMUNIKASI ORGANISASI, DAN MOTIVASI KERJA TERHADAP KINERJA GURU DI SEKOLAH DASAR KECAMATAN SAWANGAN KOTA DEPOK Adhe Alfian Alfian; Yulita Pujilestari Pujilestari; Estiningsih Trihandayani Trihandayani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11609

Abstract

This study aims to analyze the influence of the principal's transformational leadership, organizational communication, and work motivation partially and simultaneously on teacher performance in Elementary Schools in Sawangan District, Depok City. The research approach used is quantitative with an associative method. The population in this study were all Elementary School teachers in Sawangan District with a sample of 102 respondents. Data collection techniques were carried out through a questionnaire with a Likert scale instrument that has been tested for validity and reliability. Data analysis included classical assumption tests and multiple linear regression analysis using SPSS software version 27. The results showed that partially, there was a positive and significant influence of transformational leadership on teacher performance with the equation model Y = 1.873 + 0.997X1. Organizational communication was also proven to have a positive and significant influence on teacher performance with the model Y = 25.329 + 0.851X2. Likewise, work motivation had a positive and significant influence on teacher performance through the equation model Y = 3.361 + 0.985X3. Simultaneously, these variables contributed a very strong influence on teacher performance. As an illustration, the correlation test between organizational communication and work motivation shows a 90.0% contribution to teacher performance, while the remaining 10.0% is influenced by factors outside the research variables. This indicates that effective teacher performance improvement can be achieved through strengthening an inspirational leadership style, developing healthy organizational communication, and continuously improving teacher work motivation.
PENINGKATAN KINERJA GURU MELALUI KEPEMIMPINAN KEPALA SEKOLAH, PELATIHAN, DAN KOMPETENSI GURU PADA SEKOLAH KHUSUS DI KOTA TANGERANG SELATAN Aam Marhamah Marhamah; Yulita Pujilestari Pujilestari; Estiningsih Trihandayani Trihandayani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11624

Abstract

This study examines how the effectiveness of school principals’ leadership, the continuity of training programs, and the strengthening of teachers’ competencies simultaneously serve as strategic solutions to overcome existing challenges and improve the quality of inclusive education services. The research employed a quantitative method with an associative approach. The research population consisted of 163 teachers, with a sample of 116 respondents selected using the Proportional Random Sampling technique. Data were collected through Likert-scale questionnaires and analyzed using multiple linear regression with the assistance of SPSS software. The results indicate that: (1) school principals’ leadership has a positive and significant effect on teacher performance, with a very strong relationship (r = 0.948) and a contribution of 89.9%; (2) training has a positive and significant effect on teacher performance, with a very strong relationship (r = 0.876) and a contribution of 76.7%; (3) teacher competence has a positive and significant effect on teacher performance, with a very strong relationship (r = 0.849) and a contribution of 72%; and (4) simultaneously, school principals’ leadership, training, and teacher competence have a significant effect with a very strong relationship (r = 0.961) and a coefficient of determination of 0.924. This indicates that 92.4% of the variation in teacher performance is explained by the synergy of school principals’ leadership, training, and teacher competence, while the remaining 7.6% is influenced by other factors outside this research model.
Co-Authors Aam Marhamah Marhamah Adhe Alfian Alfian Yulita Pujilestari Pujilestari