Kepemimpinan Transformasional dan Budaya Sekolah dalam Meningkatkan Kinerja Guru: Peran Mediasi Motivasi Kerja

Authors

  • Suharjo Universitas Negeri Medan
  • Budi Valianto Universitas Negeri Medan
  • Darwin Universitas Negeri Medan
  • Eka Daryanto Universitas Negeri Medan
  • Aman Simare-Mare Universitas Negeri Medan
  • Mesnan Universitas Negeri Medan
  • Haidir Universitas Negeri Medan

DOI:

https://doi.org/10.24114/paedagogi.v12i1.74396

Keywords:

Kepemimpinan, Transformasional, Kepala Sekolah, Budaya Sekolah, Motivasi Kerja Guru, Kinerja Guru

Abstract

This study aims to analyze the influence of transformational leadership of school principals and school culture on teacher performance through teacher work motivation in high schools in Medan City. The research uses a quantitative approach with a survey method. The research population was 180 teachers with a sample of 124 respondents. The research instrument used a Likert scale questionnaire. Data analysis uses path analysis. The results of the study show that transformational leadership and school culture have a positive effect on teachers' work motivation and teacher performance. Work motivation has been shown to mediate the relationship between transformational leadership and school culture on teacher performance. The findings of the study confirm that improving teacher performance requires strong transformational leadership of the principal, a positive school culture, and high teacher work motivation.

References

Acton, K. S. (2022). Teacher leadership and school culture: Exploring barriers and opportunities for collaboration. School Leadership & Management, 42(2), 145–162. https://doi.org/10.1080/13632434.2022.2036621

Ayça, K. (2024). Transformational leadership, job satisfaction, and teacher creativity: The mediating role of psychological empowerment. Frontiers in Psychology, 15, 1–12. https://doi.org/10.3389/fpsyg.2024.11730688

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). America: Psychology Press.

Bush, T. (2022). Theories of educational leadership and management: A global perspective. Educational Management Administration & Leadership, 50(4), 543–558. https://doi.org/10.1177/17411432221077785

Day, C., Gu, Q., & Sammons, P. (2020). Successful school leadership. Educational Administration Quarterly, 56(2), 325–361. https://doi.org/10.1177/0013161X19878419

Firmansyah, F. (2022). Transformational leadership effect on teacher performance in Asia: A meta-analysis. International Journal of Educational Research, 115, 101–118. https://doi.org/10.1016/j.ijer.2022.101981

Hallinger, P. (2021). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 59(5), 1–18. https://doi.org/10.1108/JEA-01-2021-0027

Harris, A. (2023). Teacher leadership and collaborative cultures in schools. School Leadership & Management, 43(1), 1–18. https://doi.org/10.1080/13632434.2023.2169911

Jabbour Al Maalouf, H., & Ayoubi, R. (2024). Transformational leadership and teacher performance: The role of work environment in schools. Administrative Sciences, 14(2), 1–16. https://doi.org/10.3390/admsci14020045

Jamaludin, M. (2024). Transformational leadership and teacher performance with motivation as a mediating variable. International Journal of Educational Management, 38(1), 89–104. https://doi.org/10.1108/IJEM-09-2023-0381

Lasrado, F., & Kassem, R. (2021). Organizational culture and performance: A systematic review. Journal of Organizational Effectiveness: People and Performance, 8(3), 223–242. https://doi.org/10.1108/JOEPP-04-2020-0067

Leithwood, K., Harris, A., & Hopkins, D. (2021). Seven strong claims about successful school leadership revisited. School Leadership & Management, 41(1), 5–22. https://doi.org/10.1080/13632434.2020.1796076

Louis, K. S., & Murphy, J. (2023). Trust, leadership, and school improvement. Educational Administration Quarterly, 59(3), 345–372. https://doi.org/10.1177/0013161X221109763

Morales, J. M. (2022). Transformational leadership and teacher motivation in private educational institutions. International Journal of Leadership in Education, 25(4), 567–585. https://doi.org/10.1080/13603124.2020.1829723

Mohammed, A. (2022). Intrinsic motivation as a mediator between transformational leadership and employee performance. International Journal of Sustainable Development and Planning, 17(1), 1–10. https://doi.org/10.18280/ijsdp.170125

Nguyen, H., Nguyen, T., & Tran, Q. (2023). Transformational leadership and organizational culture on organizational performance. Journal of Business Research, 156, 113–124. https://doi.org/10.1016/j.jbusres.2022.113537

Ompusunggu, N. P. (2025). Job satisfaction and motivation as mediators of teacher performance. Pedagogy: Journal of Education, 14(2), 167–182. https://doi.org/10.33394/jp.v12i4.17741

Pratiwi, S. (2023). Work motivation and teacher performance in Indonesian schools. Enrichment: Journal of Management, 13(2), 1123–1131. https://doi.org/10.59373/kharisma.v2i1.16

Qalati, S. A., Zafar, Z., Fan, M., & Limón, M. L. (2022). The impact of transformational leadership on employee performance. Heliyon, 8(5), e09334. https://doi.org/10.1016/j.heliyon.2022.e09334

Schein, E. H. (2017). Organizational culture and leadership (5th ed.). London: Wiley.

Suryati, E. (2023). Organizational culture and teacher performance in Indonesian schools. International Journal of Pedagogy and Education, 3(2), 45–58. https://doi.org/10.17509/ijpe.v7i1.58369

Wang, F. (2024). Transformational leadership and teacher autonomy: The role of school climate. Teaching and Teacher Education, 133, 104118. https://doi.org/10.1016/j.tate.2023.104118

Downloads

Published

2026-06-30

Issue

Vol. 12 No. 1 (2026): JUNE: 2026

Section

Articles

License

Copyright (c) 2026 Suharjo, Budi Valianto, Darwin, Eka Daryanto, Aman Simare-Mare, Mesnan, Haidir

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors published with the Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)