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Abstract
This research aims to describe and analyze if there any relationships of (1) the direct relationship between headmaster transformational leadership and the teacher performance; the headmaster academic supervision with teacher performance; the headmaster transformational leadership and the teacher achievement motivation; and (2) are there any direct relationship between; the headmaster transformational leadership with teacher performance through the achievement motivation; and the headmaster academic supervision with the teacher performance through achievement motivation. This is an ex post facto study with the linear regression analysis, which is simple and multiple. The population in this research is all civil servant teachers in the north Banjarmasin District, Banjarmasin City. The samples of this research are 163 teachers. The researcher collected the data through questionnaire techniques and observation. The analysis was done by using the correlation test and F test. The results show that: (1) transformational relationship has a direct relationship to teacher performance; the headmaster supervision with the teacher achievement motivation; and (2) there is an indirect relationship of the headmaster transformational leadership and the teacher performance through achievement motivation; the headmaster academic supervision with the teacher performance through achievement motivation. It is recommended that the parties involved in the world of education do monitoring to the transformational leadership, headmaster academic supervision, and the achievement motivation to increase the teacher performance so that the quality of education can be maximized.
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Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium
How to Cite
Nurwati, Suhaimi, & Hadi, S. (2020). Transformational Leadership Relationship, Headmaster Academic Supervision, and Achievement Motivation with Teacher Performance. Journal of K6 Education and Management, 3(1), 40-48. https://doi.org/10.11594/jk6em.03.01.06
References
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Ayub, N. (2010). Effect of intrinsic and extrinsic motivation on academic performance. Pakistan Business Review, 8, 363-372.
Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62, 37-60. doi:10.3102/00346543062001037
Chen, C., Elliot, A. J., & Sheldon, K. M. (2019). Psychological need support as a predictor of intrinsic and external motivation: the mediational role of achievement goals. Educational Psychology, 39(8), 1090-1113. doi:10.1080/01443410.2019.1618442
Deci, E. L., & Ryan. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi:10.1207/S15327965PLI1104_01
Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 26, 325-346.
Derrington, M. L., & Campbell, J. W. (2018). Teacher evaluation policy tools: Headmasters’ selective use in instructional leadership. Leadership and Policy in Schools, 17(4), 568–590. doi:https://doi.org/10.1080/15700763.2017.1326143
Donaldson, M. L., Cobb, C. D., LeChasseur, K., Gabriel, R., Gonzales, R., Woulfin, S., & Makuch, A. (2014). An evaluation of the pilot implementation of Connecticut's system for educator effectiveness and development. Retrieved from www.connecticutseed.org/wp-content/…/Neag_Final_SEED_Report_1-1-2014.pdf
Donna M, G., Dollarhide, C. T., Conley, A. H., & Lowe, C. (2018). The Construction and Validation of the School Counseling Transformational Leadership Inventory. Journal of Counselor Leadership and Advocacy, 5(1), 1-12. doi:10.1080/2326716X.2017.1399246.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628. doi:10.1037/00220663.100.3.613
Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139–156. doi:10.1023/A:1009057102306
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education(26), 247-273. doi:10.1080/158037042000225245
Glickman, C. D. (2007). Supervision and instructional leadership. New York: Omegatype Typography, Inc.
Hallinger, P. (2005). Instructional leadership and the school headmaster: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–239. doi:0.1080/15700760500244793
Hunt, J. G. (1999). Transformational/charismatic leadership's transformation of the field: An historical essay. The Leadership Quarterly, 10(2), 129-144. doi:10.1016/S1048-9843(99)00015-6.
Karavas, E. (2010). How satisfied are Greek EFL teachers with their work?: Investigating the motivation and job. Porta Linguarum, 14, 59–78.
Kass, E., & Miller, E. C. (2011). Bedouin special-education teachers as agents of social change. Teaching and Teacher Education, 27(4), 788-796. doi:https://doi.org/10.1016/j.tate.2011.01.004.
Komarraju, M., Karaub, S., & Schmeck, R. (2009). Role of the Big Five personality traits in predicting college students’ academic motivation and achievement. Learning and Individual Differences, 19, 47-52.
Kraft, M. A., & Gilmour, A. F. (2017). Revisiting the widget effect: Teacher evaluation reforms and the distribution of teacher effectiveness. Educational Researcher, 46(5), 234–249.
Kyriacou, C., & Coulthard, M. (2000). Undergraduates' views of teaching as a career choice. Journal of Education for Teaching, 26, 117–126. doi:10.1080/02607470050127036
Lavigne, A. L., & Olson, A. M. (2019). teacher Evaluation Through the Eyes of the Headmaster: How Individual and School Contexts Shape Perceptions of Practice. 1-22. doi:10.1080/15700763.2019.1637899
Lavigne, A. L., & Olson, A. M. (2019). Teacher Evaluation Through the Eyes of the Headmaster: How Individual and School Contexts Shape Perceptions of Practice. Leadership and Policy in Schools, 1-22. doi:10.1080/15700763.2019.1637899
Lee, F. K., Sheldon, K. M., & Turban, D. B. (2003). Personality and the goal-striving process: The influence of achievement goal patterns, goal level, and mental focus on performance and enjoyment. Journal of Applied Psychology, 88(2), 256-265. doi:10.1037/0021-9010.88.2.256
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48, 387–423. doi:10.1177/0013161X11436268
Liu, P., Li, L., & Wang, J. (2019). Understanding the relationship between transformational leadership and collective teacher efficacy in Chinese primary schools. International Journal of Leadership in Education, 1-14. doi:10.1080/13603124.2019.1623922
Marks, H. M., & Printy, S. M. (2009). Integrated leadership: How headmasters and teachers share. Journal of School Leadership, 19(5), 504-532.
Mitchell, R. M. (2019). Enabling School Structure & Transformational School Leadership: Promoting Increased Organizational Citizenship and Professional Teacher Behavior. Leadership and Policy in Schools, 18(4), 614-627. doi:10.1080/15700763.2018.1475577
Mukhtar, & Iskandar. (2013). A new orientation on educational supervision. Jakarta: Gaung Persada Press Group.
Nien, C.-L., & Duda, J. L. (2008). Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance. Psychology of Sport and Exercise, 9(3), 352–372. doi:10.1016/j.psychsport.2007.05.002
Oz, H. (2016). Academic Motivation and Academic Achievement among Preservice English Teachers: A Structural Equation Modeling Approach. The Anthropologist, 25(3), 240-248. doi:10.1080/09720073.2016.11892112
Poernamawijaya, L. W., Sulaiman, S., Suriansyah, A., & Dalle, J. (2018). Contribution on supervision of the supervisor, headmasters motivation, kindergarten teacher performance to improving the kindergarten quality in West Banjarmasin, Indonesia. European Journal of Alternative Education Studies, 3(2), 129-146. doi:10.5281/zenodo.2261031
Poulson, L., & Avramidis, E. (2003). Pathways and possibilities in professional development: Case studies of effective teachers of literacy. British Educational Research Journal, 29, 543-560. doi:10.1080/01411920301846
Riduwan, & Akdon. (2007). Formula in statistics. Bandung: Alfabeta.
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of leadership type. Educational Administration Quarterly, 44(5), 635-674. doi:10.1177/0013161X08321509
Rusman. (2013). Quality school management series of learning models developing teacher professionalism. Jakarta: PT Raja Grafindo Persada.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology,. 25(1), 54-67. doi:10.1006/ceps.1999.1020
Sangok, Y., Shinhee, J., Ji Hoon, S., & Sanghoon, B. (2020). Transformational leadership and knowledge creation practices in Korean and US schools: knowledge assets as mediators, knowledge. Management Research & Practice, 1-13. doi: 10.1080/14778238.2020.1767519
Shih, S.-S. (2008). The relation of self-determination and achievement goals to Taiwanese eighth graders' behavioral and emotional engagement in schoolwork. The Elementary School Journal, 108(4), 3-13. doi:10.1086/528974
Suarsih, C. (2017). Headmaster's transformational leadership and teacher achievement motivation towards teacher performance. The education administration journal, XXIV(4), 14-19.
Sugiyono. (2018). Quantitative research methods. Bandung: CV Alfabeta.
Suhaimi. (2019). Relationship of transformational leaders of headmaster, teacher motivation, teacher organization commitments with a performance of primary school teachers in Labuan Amas Selatan, Indonesia. European Journal of Education Studies, 5, 123-141.
Suharsaputra, U. (2018). Teacher supervision and approach based on performance. Jakarta: Refika Aditama.
Tanaka, A., & Yamauchi, H. (2001). A model for achievement motives, goal orientations, intrinsic, interest, and academic achievement. Psychological Reports, 1, 123-135. doi:10.2466/PR0.88.1.123-135
Ülger, M., Yiğittir, S., & Ercan, O. (2014). Secondary School Teachers’ Beliefs on Character Education Competency. Procedia - Social and Behavioral Sciences, 131, 442-449. doi:https://doi.org/10.1016/j.sbspro.2014.04.145.
Wakamatsu, K. (2016). Teacher evaluation and headmaster perception: How arts integration may be key to elevating dance. Arts Education Policy Review, 117(4), 203-210. doi:10.1080/10632913.2016.1211924
Witziers, B., Bosker, R. J., & Kruger, M. L. (2003 ). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398–425. doi:10.1177/0013161X03253411
Wiyono, B. B. (2018). The effect of self-evaluation on the headmasters’ transformational leadership, teachers’ work motivation, teamwork effectiveness, and school improvement. International Journal of Leadership in Education, 21(6), 705-725. doi:10.1080/13603124.2017.1318960
Yousaf, S., Usman, B., & Islam, T. (2018). Effects of Supervision Practices of Headmasters on Work Performance and Growth of Primary School Teachers. Bulletin of Education and Research, 40, 285-298. Retrieved from https://search.proquest.com/docview/2103037651?accountid=149218
Aydin, B., & Hakan, K. B. (2015). School Headmasters’ Roles in Establishing Collaborative Professional Learning Communities at Schools. Procedia - Social and Behavioral Sciences, 197, 1340-1347. doi:https://doi.org/10.1016/j.sbspro.2015.07.387.
Ayub, N. (2010). Effect of intrinsic and extrinsic motivation on academic performance. Pakistan Business Review, 8, 363-372.
Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62, 37-60. doi:10.3102/00346543062001037
Chen, C., Elliot, A. J., & Sheldon, K. M. (2019). Psychological need support as a predictor of intrinsic and external motivation: the mediational role of achievement goals. Educational Psychology, 39(8), 1090-1113. doi:10.1080/01443410.2019.1618442
Deci, E. L., & Ryan. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi:10.1207/S15327965PLI1104_01
Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 26, 325-346.
Derrington, M. L., & Campbell, J. W. (2018). Teacher evaluation policy tools: Headmasters’ selective use in instructional leadership. Leadership and Policy in Schools, 17(4), 568–590. doi:https://doi.org/10.1080/15700763.2017.1326143
Donaldson, M. L., Cobb, C. D., LeChasseur, K., Gabriel, R., Gonzales, R., Woulfin, S., & Makuch, A. (2014). An evaluation of the pilot implementation of Connecticut's system for educator effectiveness and development. Retrieved from www.connecticutseed.org/wp-content/…/Neag_Final_SEED_Report_1-1-2014.pdf
Donna M, G., Dollarhide, C. T., Conley, A. H., & Lowe, C. (2018). The Construction and Validation of the School Counseling Transformational Leadership Inventory. Journal of Counselor Leadership and Advocacy, 5(1), 1-12. doi:10.1080/2326716X.2017.1399246.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628. doi:10.1037/00220663.100.3.613
Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139–156. doi:10.1023/A:1009057102306
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education(26), 247-273. doi:10.1080/158037042000225245
Glickman, C. D. (2007). Supervision and instructional leadership. New York: Omegatype Typography, Inc.
Hallinger, P. (2005). Instructional leadership and the school headmaster: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–239. doi:0.1080/15700760500244793
Hunt, J. G. (1999). Transformational/charismatic leadership's transformation of the field: An historical essay. The Leadership Quarterly, 10(2), 129-144. doi:10.1016/S1048-9843(99)00015-6.
Karavas, E. (2010). How satisfied are Greek EFL teachers with their work?: Investigating the motivation and job. Porta Linguarum, 14, 59–78.
Kass, E., & Miller, E. C. (2011). Bedouin special-education teachers as agents of social change. Teaching and Teacher Education, 27(4), 788-796. doi:https://doi.org/10.1016/j.tate.2011.01.004.
Komarraju, M., Karaub, S., & Schmeck, R. (2009). Role of the Big Five personality traits in predicting college students’ academic motivation and achievement. Learning and Individual Differences, 19, 47-52.
Kraft, M. A., & Gilmour, A. F. (2017). Revisiting the widget effect: Teacher evaluation reforms and the distribution of teacher effectiveness. Educational Researcher, 46(5), 234–249.
Kyriacou, C., & Coulthard, M. (2000). Undergraduates' views of teaching as a career choice. Journal of Education for Teaching, 26, 117–126. doi:10.1080/02607470050127036
Lavigne, A. L., & Olson, A. M. (2019). teacher Evaluation Through the Eyes of the Headmaster: How Individual and School Contexts Shape Perceptions of Practice. 1-22. doi:10.1080/15700763.2019.1637899
Lavigne, A. L., & Olson, A. M. (2019). Teacher Evaluation Through the Eyes of the Headmaster: How Individual and School Contexts Shape Perceptions of Practice. Leadership and Policy in Schools, 1-22. doi:10.1080/15700763.2019.1637899
Lee, F. K., Sheldon, K. M., & Turban, D. B. (2003). Personality and the goal-striving process: The influence of achievement goal patterns, goal level, and mental focus on performance and enjoyment. Journal of Applied Psychology, 88(2), 256-265. doi:10.1037/0021-9010.88.2.256
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48, 387–423. doi:10.1177/0013161X11436268
Liu, P., Li, L., & Wang, J. (2019). Understanding the relationship between transformational leadership and collective teacher efficacy in Chinese primary schools. International Journal of Leadership in Education, 1-14. doi:10.1080/13603124.2019.1623922
Marks, H. M., & Printy, S. M. (2009). Integrated leadership: How headmasters and teachers share. Journal of School Leadership, 19(5), 504-532.
Mitchell, R. M. (2019). Enabling School Structure & Transformational School Leadership: Promoting Increased Organizational Citizenship and Professional Teacher Behavior. Leadership and Policy in Schools, 18(4), 614-627. doi:10.1080/15700763.2018.1475577
Mukhtar, & Iskandar. (2013). A new orientation on educational supervision. Jakarta: Gaung Persada Press Group.
Nien, C.-L., & Duda, J. L. (2008). Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance. Psychology of Sport and Exercise, 9(3), 352–372. doi:10.1016/j.psychsport.2007.05.002
Oz, H. (2016). Academic Motivation and Academic Achievement among Preservice English Teachers: A Structural Equation Modeling Approach. The Anthropologist, 25(3), 240-248. doi:10.1080/09720073.2016.11892112
Poernamawijaya, L. W., Sulaiman, S., Suriansyah, A., & Dalle, J. (2018). Contribution on supervision of the supervisor, headmasters motivation, kindergarten teacher performance to improving the kindergarten quality in West Banjarmasin, Indonesia. European Journal of Alternative Education Studies, 3(2), 129-146. doi:10.5281/zenodo.2261031
Poulson, L., & Avramidis, E. (2003). Pathways and possibilities in professional development: Case studies of effective teachers of literacy. British Educational Research Journal, 29, 543-560. doi:10.1080/01411920301846
Riduwan, & Akdon. (2007). Formula in statistics. Bandung: Alfabeta.
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of leadership type. Educational Administration Quarterly, 44(5), 635-674. doi:10.1177/0013161X08321509
Rusman. (2013). Quality school management series of learning models developing teacher professionalism. Jakarta: PT Raja Grafindo Persada.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology,. 25(1), 54-67. doi:10.1006/ceps.1999.1020
Sangok, Y., Shinhee, J., Ji Hoon, S., & Sanghoon, B. (2020). Transformational leadership and knowledge creation practices in Korean and US schools: knowledge assets as mediators, knowledge. Management Research & Practice, 1-13. doi: 10.1080/14778238.2020.1767519
Shih, S.-S. (2008). The relation of self-determination and achievement goals to Taiwanese eighth graders' behavioral and emotional engagement in schoolwork. The Elementary School Journal, 108(4), 3-13. doi:10.1086/528974
Suarsih, C. (2017). Headmaster's transformational leadership and teacher achievement motivation towards teacher performance. The education administration journal, XXIV(4), 14-19.
Sugiyono. (2018). Quantitative research methods. Bandung: CV Alfabeta.
Suhaimi. (2019). Relationship of transformational leaders of headmaster, teacher motivation, teacher organization commitments with a performance of primary school teachers in Labuan Amas Selatan, Indonesia. European Journal of Education Studies, 5, 123-141.
Suharsaputra, U. (2018). Teacher supervision and approach based on performance. Jakarta: Refika Aditama.
Tanaka, A., & Yamauchi, H. (2001). A model for achievement motives, goal orientations, intrinsic, interest, and academic achievement. Psychological Reports, 1, 123-135. doi:10.2466/PR0.88.1.123-135
Ülger, M., Yiğittir, S., & Ercan, O. (2014). Secondary School Teachers’ Beliefs on Character Education Competency. Procedia - Social and Behavioral Sciences, 131, 442-449. doi:https://doi.org/10.1016/j.sbspro.2014.04.145.
Wakamatsu, K. (2016). Teacher evaluation and headmaster perception: How arts integration may be key to elevating dance. Arts Education Policy Review, 117(4), 203-210. doi:10.1080/10632913.2016.1211924
Witziers, B., Bosker, R. J., & Kruger, M. L. (2003 ). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398–425. doi:10.1177/0013161X03253411
Wiyono, B. B. (2018). The effect of self-evaluation on the headmasters’ transformational leadership, teachers’ work motivation, teamwork effectiveness, and school improvement. International Journal of Leadership in Education, 21(6), 705-725. doi:10.1080/13603124.2017.1318960
Yousaf, S., Usman, B., & Islam, T. (2018). Effects of Supervision Practices of Headmasters on Work Performance and Growth of Primary School Teachers. Bulletin of Education and Research, 40, 285-298. Retrieved from https://search.proquest.com/docview/2103037651?accountid=149218