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Abstract
This study aims to describe and analyze: Situational Leadership, OCB, PKB, and Teacher Performance; Situational Leadership Relationship with PKB; OCB's relationship with PKB; Situational Leadership Relationship with Teacher Performance; Ocb's Relationship with Teacher Performance; PKB's Relationship with Teacher Performance; Indirect Relationship of Situational Leadership with Teacher Performance through PKB; Ocb's indirect relationship with Teacher Performance through PKB. This research is a correlational study with path analysis. The research sample was 128 people. Data collection instruments are questionnaires that have qualified for validity and reliability tests. Analyze data to test hypotheses using path analysis with multiple regression methods. The results showed that: Situational Leadership, OCB, and Teacher Performance fall into the high category, while PKB falls into the moderate category; There is a direct relationship of situational leadership with teacher performance. (0,995); There is a direct relationship of OCB with teacher performance. (0,995); There is a direct relationship between PKB and teacher performance. (0,991); There is a direct relationship of situational leadership with the PKB. (0,994); There is a direct connection of OCB with PKB. (0,995); There is an indirect relationship of situational leadership of madrasah heads with teacher performance through PKB. (0,986); There is an indirect relationship of OCB with teacher performance through PKB. (0,986).
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
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
Annaba, M. M., Suhaimi, & Wahyu. (2021). The Situational Leadership Relations of Madrasah Heads, Organizational Citizenship Behavior (OCB) and Sustainable Professional Development with MTsN Teacher Performance in Banjarmasin. Journal of K6 Education and Management, 4(2), 187-196. https://doi.org/10.11594/jk6em.04.02.07
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Khuwaja, U., Ahmed, K., Abid, G., & Adeel, A. (2020). Leadership and employee attitudes: The mediating role of perception of organizational politics. Cogent Business & Management, 7(1), 123-129. https://doi.org/10.1080/23311975.2020.1720066
Kim, L. E., Jorg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31, 163-195. Doi:10.1007/s10648-018-9458-2
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König, J., Bremerich-Vos, A., Buchholtz, C., Fladung, I., & Glutsch, N. (2020). Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education. European Journal of Teacher Education, 43(2), 131-150. https://doi.org/10.1080/02619768.2019.1679115
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McKenney, S., & Visscher, A. J. (2019). Technology for teacher learning and performance. Technology, Pedagogy and Education, 28(2), 129-132. https://doi.org/10.1080/1475939X.2019.1600859
Mir, S. (2019). Colonialism, Postcolonialism, Globalization, and Arab Culture. Arab Studies Quarterly, 41(1), 33-58. https://doi.org/10.13169/arabstudquar.41.1.0033
Mulyasa. (2013). Uji kompetensi dan penilaian kinerja guru. Bandung: PT Remaja Rosdakarya.
Nazir, M. (2005). Metode penelitian. Jakarta: Ghalia Indonesia.
Pakarinen, E., Lerkkanen, M.-K., & Suchodoletz, A. v. (2020). Teacher emotional support in relation to social competence in preschool classrooms. International Journal of Research & Method in Education, 43(4), 444-460.
Priyatno, D. (2014). SPSS 22 pengolahan data terpraktis. Yogyakarta: CV. Andi Offset.
Rachmawati, T., & Daryanto. (2013). Penilaian kinerja profesi guru dan angka kreditnya. Yogyakarta: Gava Media.
Rahm, T., & Heise, E. (2019). Teaching happiness to teachers - development and evaluation of a training in subjective well-being. Frontiers in Psychology, 10:2703.
Redman, E., Wiek, A., & Redman, A. (2018). Continuing Professional Development in Sustainability Education for K-12 Teachers: Principles, Programme, Applications, Outlook. Journal of Education for Sustainable Development, 12(1), 59-80. https://doi.org/10.1177/2455133318777182
Rigby, J. G., Forman, S., & Lewis, R. (2019). Principals’ leadership moves to implement a discipline-specific instructional improvement policy. Leadership and Policy in Schools, 20(7), 1-25. Doi:10.1080/15700763.2019.1668422
Rusman. (2012). Belajar dan Pembelajaran Berbasis Komputer. Bandung: Alfabeta.
Shaked, H. (2018). Why principals sidestep instructional leadership: The disregarded question of schools' primary objective. Journal of School Leadership, 28(4), 517-538. https://doi.org/10.1177/105268461802800404
Sirin, Y. E., & Sahin, M. (2020). Investigation of Factors Affecting the Achievement of university students with logistic regression analysis: School of physical education and sport example. SAGE Open, 10(1), 215824402090208. Doi:10.1177/2158244020902082
Sugiyono. (2013). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: alfabeta.CV.
Suhaimi. (2018). Hubungan peran kepala sekolah dan sikap terhadap profesi guru dengan prestasi kerja guru SMA Negeri di Kabupaten Hulu sungai Selatan. LENTERA Jurnal Ilmiah Pendidikan, 13(1), 73-83. Doi: https://doi.org/10.33654/jpl.v13i1.350
Supardi. (2014). Kinerja guru. Jakarta: PT RajaGrafindo Persada.
Syarwani, A., Saleh, M., & Suhaimi. (2018). The influence of principal leadership style, organizational citizenship behavior, and work motivation on the performance of theachers of State Vocational High School in Banjarmasin City. International Journal of Scienctific Development and Research (IJSDR), 3(12), 8-15.
Underwood, J. (2018). Education as an American right? The Phi Delta Kappan, 99(5), 76-77.
Van Wingerden, J., & Poell, R. F. (2019). Meaningful work and resilience among teachers: The mediating role of work engagement and job crafting. PLoS ONE, 14(9), e0222518. Doi:10.1371/journal.pone.0222518
Yukl, G. (1998). Leadership in organization. New Jersey: Prentice Hall.
Aldrup, K., Carstensen, B., Koller, M. M., & Klusmann, U. (2020). Measuring teachers’ social-emotional competence: Development and validation of a situational judgment test. Front. Psychol., 29(11), 892. Doi: 10.3389/fpsyg.2020.00892.
Andersson, C., & Palm, T. (2018). Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective. Assessment in Education: Principles, Policy & Practice, 25(6), 576-597.https://doi.org/10.1080/0969594X.2018.1430685
Arikunto, S. (2005). Prosedur penelitian: Suatu pendekatan praktik. Jakarta: Rineka Cipta.
Asún, S., Chivite, M. T., & Romero, M. R. (2020). Perceptions of Professional Competences in Physical Education Teacher Education (PETE). Sustainability, 12(9), 3812. https://doi.org/10.3390/su12093812
Azwar, S. (2010). Metode penelitian. Yogyakarta: Pustaka belajar.
Burhanudin. (2007). Analisis administrasi manajemen dan kepemimpinan pendidikan. Jakarta: Bumi Aksara.
Chatterjee, E., Desai, S., & Vanneman, R. (2019). Indian paradox: Rising education, declining women’s employment. Demographic Research, 38, 855-878.
Djati, S. (2009). Pengaruh moral dan komitmen staf administrasi terhadap organization citizenship behaviour dan pengaruhnya terhadap kinerja service quality di Universitas Swasta Surabaya- Indonesia. Jurnal Aplikasi Manajemen, 7(3),22.
Dziuban, C., Graham, C., Moskal, P., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. Int J Educ Technol High Educ, 15(3),1-5.
Gemeda, H. K., & Lee, J. (2020). Leadership styles, work engagement and outcomes among information and communications technology professionals: A cross-national study. Heliyon, 6(4), e03699. doi: 10.1016/j.heliyon.2020.e03699
Grego-Planer, D. (2019). The relationship between organizational commitment and organizational citizenship behaviors in the public and private sectors. Sustainability, 11(22), 6395. https://doi.org/10.3390/su11226395
Henkel, T., & Bourdeau, D. (2018). A Field study: An examination of managers' situational leadership styles. Journal of Diversity Management, 13(2), 7-14.
Hoque, K. E., Kenayathulla, H. B., Subramaniam, M. V., & Islam, R. (2020). Relationships between supervision and teachers’ performance and attitude in secondary schools in Malaysia. SAGE Open, 10(2), 1-5.https://doi.org/10.1177/2158244020925501
Ingrams, A. (2018). organizational citizenship behavior in the public and private sectors: a multilevel test of public service motivation and traditional antecedents. Review of Public Personnel Administration, 40(2), 222-244. https://doi.org/10.1177/0734371X18800372
Keiler, L. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(34), 115-123.
Khuwaja, U., Ahmed, K., Abid, G., & Adeel, A. (2020). Leadership and employee attitudes: The mediating role of perception of organizational politics. Cogent Business & Management, 7(1), 123-129. https://doi.org/10.1080/23311975.2020.1720066
Kim, L. E., Jorg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31, 163-195. Doi:10.1007/s10648-018-9458-2
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117. https://doi.org/10.1177/1745499919829214
Klein, E., Taylor, M., Munakata, M., Trabona, K., Rahman, Z., & McManus, J. (2018). Navigating teacher leaders’ complex relationships using a distributed leadership framework. Teacher Education Quarterly, 45(2), 89-112.
König, J., Blömeke, S., Jentsch, A., Schlesinger, L., Felske nee Nehls, C., Musekamp, F., et al. (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics.
König, J., Bremerich-Vos, A., Buchholtz, C., Fladung, I., & Glutsch, N. (2020). Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education. European Journal of Teacher Education, 43(2), 131-150. https://doi.org/10.1080/02619768.2019.1679115
Madani, R. A. (2019). Analysis of educational quality, a goal of education for all policy. Higher Education Studies 9(1), 100-109. Doi:10.5539/HES.V9N1P100
Martin, R., Tyler, P., Storper, M., Evenhuis, E., & Glasmeier, A. (2018). Globalization at a critical conjuncture? Cambridge Journal of Regions, Economy and Society, 11(1), 3-16. https://doi.org/10.1093/cjres/rsy002
McKenney, S., & Visscher, A. J. (2019). Technology for teacher learning and performance. Technology, Pedagogy and Education, 28(2), 129-132. https://doi.org/10.1080/1475939X.2019.1600859
Mir, S. (2019). Colonialism, Postcolonialism, Globalization, and Arab Culture. Arab Studies Quarterly, 41(1), 33-58. https://doi.org/10.13169/arabstudquar.41.1.0033
Mulyasa. (2013). Uji kompetensi dan penilaian kinerja guru. Bandung: PT Remaja Rosdakarya.
Nazir, M. (2005). Metode penelitian. Jakarta: Ghalia Indonesia.
Pakarinen, E., Lerkkanen, M.-K., & Suchodoletz, A. v. (2020). Teacher emotional support in relation to social competence in preschool classrooms. International Journal of Research & Method in Education, 43(4), 444-460.
Priyatno, D. (2014). SPSS 22 pengolahan data terpraktis. Yogyakarta: CV. Andi Offset.
Rachmawati, T., & Daryanto. (2013). Penilaian kinerja profesi guru dan angka kreditnya. Yogyakarta: Gava Media.
Rahm, T., & Heise, E. (2019). Teaching happiness to teachers - development and evaluation of a training in subjective well-being. Frontiers in Psychology, 10:2703.
Redman, E., Wiek, A., & Redman, A. (2018). Continuing Professional Development in Sustainability Education for K-12 Teachers: Principles, Programme, Applications, Outlook. Journal of Education for Sustainable Development, 12(1), 59-80. https://doi.org/10.1177/2455133318777182
Rigby, J. G., Forman, S., & Lewis, R. (2019). Principals’ leadership moves to implement a discipline-specific instructional improvement policy. Leadership and Policy in Schools, 20(7), 1-25. Doi:10.1080/15700763.2019.1668422
Rusman. (2012). Belajar dan Pembelajaran Berbasis Komputer. Bandung: Alfabeta.
Shaked, H. (2018). Why principals sidestep instructional leadership: The disregarded question of schools' primary objective. Journal of School Leadership, 28(4), 517-538. https://doi.org/10.1177/105268461802800404
Sirin, Y. E., & Sahin, M. (2020). Investigation of Factors Affecting the Achievement of university students with logistic regression analysis: School of physical education and sport example. SAGE Open, 10(1), 215824402090208. Doi:10.1177/2158244020902082
Sugiyono. (2013). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: alfabeta.CV.
Suhaimi. (2018). Hubungan peran kepala sekolah dan sikap terhadap profesi guru dengan prestasi kerja guru SMA Negeri di Kabupaten Hulu sungai Selatan. LENTERA Jurnal Ilmiah Pendidikan, 13(1), 73-83. Doi: https://doi.org/10.33654/jpl.v13i1.350
Supardi. (2014). Kinerja guru. Jakarta: PT RajaGrafindo Persada.
Syarwani, A., Saleh, M., & Suhaimi. (2018). The influence of principal leadership style, organizational citizenship behavior, and work motivation on the performance of theachers of State Vocational High School in Banjarmasin City. International Journal of Scienctific Development and Research (IJSDR), 3(12), 8-15.
Underwood, J. (2018). Education as an American right? The Phi Delta Kappan, 99(5), 76-77.
Van Wingerden, J., & Poell, R. F. (2019). Meaningful work and resilience among teachers: The mediating role of work engagement and job crafting. PLoS ONE, 14(9), e0222518. Doi:10.1371/journal.pone.0222518
Yukl, G. (1998). Leadership in organization. New Jersey: Prentice Hall.