Pengaruh Initiating Structure dan Consideration Terhadap Motivasi Guru Melalui Role Play - Wulandari, Amrih; Sabilah, Rosyadatus; Abidah, Faizah Reva; Junivan, Junivan; Pramudya, Andhika; Azahra, Zafira Nisa; Siswanto, Aulia Adyatma Robbi; Roesminingsih, Erny (Lembaga Penelitian dan Pemberdayaan Masyarakat, 2026)
Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa terhadap dimensi initiating structure dan consideration dalam Teori Kepemimpinan Ohio serta kaitannya dengan motivasi kerja guru yang direpresentasikan melalui simulasi role play. Penelitian ini menggunakan pendekatan kuantitatif deskriptif-korelasional. Data diperoleh melalui kuesioner berbasis Google Form yang diberikan kepada mahasiswa setelah mengamati skenario role play tentang kepemimpinan kepala sekolah lama dan kepala sekolah baru. Variabel kepemimpinan Ohio mencakup dimensi initiating structure dan consideration, sedangkan motivasi kerja guru mencakup semangat, tanggung jawab, kepuasan, dan inisiatif kerja. Instrumen diuji menggunakan Pearson Correlation dan Cronbach’s Alpha, kemudian data dianalisis melalui statistik deskriptif, uji normalitas, dan regresi linear. Hasil uji validitas menunjukkan bahwa seluruh item instrumen memiliki nilai signifikansi < 0,05, sedangkan hasil reliabilitas menunjukkan nilai Cronbach’s Alpha sebesar 0,633 untuk variabel kepemimpinan Ohio dan 0,610 untuk variabel motivasi kerja guru. Hasil regresi menunjukkan nilai R = 0,086 dan R Square = 0,007, sehingga hubungan antarvariabel berada pada kategori sangat rendah. Secara deskriptif, dimensi consideration memperoleh penilaian lebih positif dibandingkan initiating structure. Namun, secara inferensial, persepsi terhadap kepemimpinan Ohio belum menunjukkan pengaruh signifikan terhadap motivasi kerja guru dalam konteks simulasi role play. The Influence of Initiating Structure and Consideration on Teacher Motivation Through Role Play This study aims to analyze students’ perceptions of initiating structure and consideration dimensions in Ohio Leadership Theory and their relationship with teacher work motivation represented through role-play simulation. This study employed a descriptive-correlational quantitative approach. Data were collected using a Google Form questionnaire distributed to students after observing a role-play scenario depicting the leadership of an old principal and a new principal. The Ohio leadership variable consisted of initiating structure and consideration, while teacher work motivation consisted of enthusiasm, responsibility, satisfaction, and work initiative. The instrument was tested using Pearson Correlation and Cronbach’s Alpha, and the data were analyzed using descriptive statistics, normality testing, and linear regression. The validity test results showed that all questionnaire items had a significance value of < 0.05, while the reliability test showed Cronbach’s Alpha values of 0.633 for the Ohio leadership variable and 0.610 for teacher work motivation. The regression results showed R = 0.086 and R Square = 0.007, indicating a very weak relationship between variables. Descriptively, the consideration dimension received more positive responses than initiating structure. However, inferentially, perceptions of Ohio leadership did not show a significant effect on teacher work motivation in the context of role-play simulation