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Abstract
This study aims to describe and analyze: (1) the influence of the kindergarten head transformational leadership on the per-formance of kindergarten teachers, (2) the effect of job satis-faction on the performance of kindergarten teachers, (3) the influence of work morale teachers on the performance of kin-dergarten teachers, (4) the influence of the kindergarten head transformational leadership, job satisfaction, and the enthusi-asm of teachers working together on the performance of kin-dergarten teachers. This research is explanatory research with a quantitative approach. The research sample of 51 people kin-dergarten teachers in the Pelangi Cluster, South Banjarmasin District. Data collection instruments are questionnaires that have met the validity and reliability test requirements. Data analysis to test hypotheses using multiple linear regression analysis. The results showed that: (1) The kindergarten head transformational leadership and kindergarten teacher performance were included in the high category, while the job satisfaction of teachers and the kindergarten teacher's morale were in the medium category. which is significant to the performance of kindergarten teachers (3) Job Satisfaction gives a significant influence on the perfor-mance of kindergarten (4) Work spirit gives a significant influ-ence on the performance of kindergarten teachers (5) Simulta-neous Transformation Leadership of Kindergarten Heads, job satisfaction and morale have a significant influence on the per-formance of kindergarten teachers in the Pelangi Cluster, South Banjarmasin District. Conclusion: there is a partial and simulta-neous influence of the kindergarten head transformational lead-ership, job satisfaction, and work spirit on performance. Princi-pals should strive to build positive communication when com-municating with subordinates as part of the kindergarten trans-formational leadership to analyze changes that need to be made internally. This can be done by opening a sharing forum or sharing opinions with the teachers who are subordinates to the problems and progress of the school.
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