THE ROLE OF TRANSFORMATIONAL LEADERSHIP IN IMPROVING TEACHER PERFORMANCE AT STATE MIDDLE SCHOOL 8 GUNUNGSITOLI
DOI:
https://doi.org/10.47652/metadata.v7i3.912Keywords:
Transformational Leadership, Teacher Performance, Principal, Supporting Factors, Inhibiting Factors.Abstract
This study aims to analyze the role of the principal's transformational leadership in improving teacher performance and identify factors that support and hinder the implementation of transformational leadership at SMP Negeri 8 Gunungsitoli. This study uses a qualitative method with a case study approach. Data were collected through in-depth interviews, observation, and documentation, then analyzed using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results show that the principal has implemented four dimensions of transformational leadership, namely inspirational motivation, role modeling, intellectual stimulation, and individual attention. This role has a positive impact on teacher performance, especially in building work enthusiasm, discipline, and creativity. However, its implementation has not been optimal due to a less personal motivational approach, limited facilities, lack of follow-up on teacher ideas, and minimal direct mentoring in the classroom. Supporting factors for the implementation of transformational leadership include a harmonious work climate, open communication between the principal and teachers, and adequate experience of the principal. The inhibiting factors are limited infrastructure, low teacher participation in training, high administrative burden, lack of technical assistance, and different perceptions of school program priorities. The conclusion of this study is that the transformational leadership of the principal at SMP Negeri 8 Gunungsitoli has been implemented well, but needs to be strengthened through increasing personalization of motivation, providing facilities, reducing the administrative burden on teachers, and increasing technical assistance in the classroom. The results of this study are expected to be a reference for developing more effective school leadership in improving teacher performance.
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