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ORIGINAL RESEARCH article

Front. Educ.
Sec. Leadership in Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1401394

How Does Principal's Instructional Leadership Shape Teacher Performance Mediating by Teacher Self-Efficacy in Indonesian Education Context?

Provisionally accepted
Elfira Elfira Elfira Elfira 1Rasdiana Rasdiana Rasdiana Rasdiana 2*Fitrawati Fitrawati Fitrawati Fitrawati 1Muh. Wahyudi Jasman Muh. Wahyudi Jasman 1Kiki Reski Kiki Reski 1Amriyadi Anwar Amriyadi Anwar 1Enaldi Enaldi Enaldi Enaldi 3
  • 1 State University of Malang, Malang, East Java, Indonesia
  • 2 Faculty of Education, State University of Malang, Malang, Indonesia
  • 3 University of Brawijaya, Malang, East Java, Indonesia

The final, formatted version of the article will be published soon.

    This study seeks to examine the relationships among principal instructional leadership (PIL), teacher self-efficacy (TSE), and teacher performance (TP) within the Indonesian educational setting. Employing a quantitative approach utilizing Partial Least Square Structural Equation Modeling (PLS-SEM), this research involved a sample of 127 productive teachers randomly selected from 247 teachers in schools implementing the Merdeka Belajar curriculum. Surveys were administered to measure perceptions of PIL, TSE, and TP. Additionally, relevant literature was reviewed to provide theoretical frameworks and research hypotheses. The findings reveal significant direct relationships between PIL and both TSE (0.721) and TP (0.598), indicating that strong instructional leadership positively influences teachers' self-efficacy and performance. Moreover, TSE is found to directly impact TP (0.358), suggesting that teachers' beliefs in their capabilities play a crucial role in their instructional practices and outcomes. Furthermore, TSE is identified as a significant mediating in the relationship between PIL and TP (0.258), highlighting the importance of fostering teachers' self-efficacy to enhance their performance indirectly through instructional leadership. Ultimately, this research highlights the crucial significance of instructional leadership in influencing school culture, which ultimately affects teacher confidence and facilitates teacher performance. By understanding the mechanisms through which PIL impacts TSE and TP, educational leaders can implement strategies to foster a supportive environment that empowers teachers.

    Keywords: instructional leadership, Teacher performance, self-efficacy, merdeka belajar curriculum, Teacher confidence

    Received: 15 Mar 2024; Accepted: 09 Jul 2024.

    Copyright: © 2024 Elfira, Rasdiana, Fitrawati, Jasman, Reski, Anwar and Enaldi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Rasdiana Rasdiana, Faculty of Education, State University of Malang, Malang, Indonesia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.