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Jurnal Eduscience (JES)
Published by Universitas Labuhanbatu
ISSN : 2303355x     EISSN : 26852217     DOI : 10.36987/jes
Core Subject : Education,
Education Other
Jurnal Eduscience is a peer-reviewed journal that is published by LPPM of Labuhanbatu University. This journal publishes biannually in June and December. This Journal publishes current original research on education studies using an interdisciplinary perspective, especially within Mathematic Education, Biology Education, Civic Education, Science Education, Physics Education, and all about teaching and learning research. Reviewers will review any submitted paper. The review process employs a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 581 Documents
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THE INFLUENCE OF PRINCIPALS' TRANSFORMATIONAL LEADERSHIP ON TEACHERS' PERFORMANCE THROUGH WORK CULTURE, JOB SATISFACTION, AND WORK MOTIVATION Astri Novia Siregar; Junita Junita
JURNAL EDUSCIENCE Vol 13, No 4 (2026): Jurnal Eduscience (JES), (Authors from South Africa, Philippines, and Indonesia
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9533

Abstract

Purpose –This study examines the influence of principals’ transformational leadership on teachers’ performance and the roles of work culture, job satisfaction, and work motivation in explaining this relationship in public elementary schools in Sosopan District, Padang Lawas Regency, North Sumatra Province, Indonesia.Methodology – This study employed a quantitative approach with an explanatory survey design. The research was conducted from March to June 2026 in twelve public elementary schools in Sosopan District. The population consisted of 159 teachers, and 129 teachers were selected using proportionate random sampling. Data were collected through structured questionnaires using a five-point Likert scale. Data were analyzed using path analysis, preceded by a Lilliefors normality test. Partial relationships were tested using t-tests, and the simultaneous model was tested using an F-test at α = 0.05.Findings – The results revealed that principals’ transformational leadership has a positive and significant direct effect on work culture (ρ = 0.335; t = 4.013; p < 0.05), job satisfaction (ρ = 0.233; t = 2.698; p < 0.05), work motivation (ρ = 0.234; t = 2.707; p < 0.05), and teachers’ performance (ρ = 0.170; t = 2.506; p < 0.05). Furthermore, work culture (ρ = 0.508; t = 6.910; p < 0.05), job satisfaction (ρ = 0.146; t = 2.076; p < 0.05), and work motivation (ρ = 0.135; t = 2.056; p < 0.05) were found to have positive and significant direct effects on teachers’ performance. Simultaneously, transformational leadership, work culture, job satisfaction, and work motivation significantly influenced teachers’ performance (F = 32.650; p < 0.05), with an Adjusted R² value of 0.512. Among the predictor variables, work culture emerged as the strongest determinant of teachers’ performance.Contribution – The study contributes to educational leadership research by integrating leadership, organizational culture, and psychological working conditions into a single empirical path model.

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