REFORM : Jurnal Pendidikan, Sosial, dan Budaya
Volume 8, Number 02, 2025 pp. 70-79
P-ISSN: 2580-0310 | E-ISSN: 280 7-3355
Open Access:
Effective Leadership Styles In Elementary
Educational Institutions In Indonesia
Zulfakar1*,
1
Univeristas Pendidikan Mandalika, Indonesian
zulfakar@[Link])
ARTICLE INFO ABASTRACT
Article history: This study aims to analyze the effectiveness of various principal
Received Juli 26, 2025 leadership styles in improving the quality of primary education in
Revised Juli 2, 2025 Indonesia, with a specific focus on the context of primary
Accepted Juli 29, 2025 education institutions on Lombok Island, West Nusa Tenggara.
Available online Juli 29, 2025 Using a descriptive qualitative approach with in-depth interviews,
participant observation, and documentation studies, the study
was conducted from March to May 2025. The findings indicate
Kata Kunci: Leadership Style, that a transformational leadership style has a significant influence
Transformational, Instructional, on increasing teacher motivation and a collaborative learning
Participatory, Situational, culture in schools. Instructional leadership styles have also been
Primary Education, Lombok. shown to strengthen the principal's role in academic supervision
and curriculum management. Meanwhile, a participatory style
creates a democratic environment and increases teacher
participation in decision-making. The situational style is
considered effective in addressing various managerial conditions
This is an open access article under the CC BY-SA
[Link] and challenges based on the contextual needs of each school.
These findings emphasize the importance of flexibility and
adaptive leadership combinations to create high-quality,
inclusive, and sustainable learning environments. This research
provides practical contributions to the professional development
of principals and education policymakers at the regional and
national levels.
INTRODUCTION
Leadership in education plays a crucial role in shaping the quality of learning processes
and outcomes, particularly at the elementary level, which serves as the primary foundation for
the character and competency development of the nation's children. As the central figure of an
educational organization, the principal is required not only to possess managerial skills but also
to inspire, empower, and direct all elements of the school toward a quality vision and mission.
Several studies, such as those by Ardiani et al. (2023) and Roesminingsih & Windasari (2023),
show that a transformational leadership style has been shown to significantly improve teacher
motivation and the quality of learning in elementary schools. In Indonesia's diverse and dynamic
context, the role of leadership cannot be solely administrative; it must be transformative,
adaptive, and collaborative.
70
Furthermore, an instructional leadership style oriented toward directly strengthening the
quality of learning has been shown to positively influence teacher performance and student
learning outcomes (Andriadi & Sulistiyo, 2024; Rachman et al., 2023). Instructional leadership
requires the principal to be active in supervising learning, developing the curriculum, and
improving teachers' pedagogical competencies. Meanwhile, a participatory approach that
encourages the involvement of the entire school community in decision-making has been proven
to foster a healthy work climate and strengthen collective commitment to achieving quality
education (Purwanto et al., 2020; Santiari et al., 2020). When teachers feel involved, their sense
of belonging to the school increases, impacting their motivation and performance.
On the other hand, the complexity of social, cultural, and geographical conditions in
Indonesia requires principals to adopt a more flexible and contextual leadership style, namely
situational leadership. This style allows principals to adapt their leadership approach to the
conditions of the teachers, students, and the external school environment (Burke et al., 2006;
Spillane et al., 2001). In practice, principals who are able to combine various situational
leadership styles, such as transformational and participatory in stable situations and authoritative
in times of crisis, tend to be more effective in maintaining school stability and progress.
Various research findings, such as those from Thika et al. (2024), Narulita et al. (2023),
and Komara et al. (2024), reinforce the conclusion that there is no single, universally ideal
leadership style, but its effectiveness is highly dependent on the internal and external context of
the educational institution. Therefore, a deeper exploration of effective leadership practices in
Indonesian primary education is crucial for establishing an effective educational institution.
THEORETICAL REVIEW
I. Leadership in Elementary Education
1. Definition of Educational Leadership
Educational leadership refers to the ability of an individual (usually a principal) to
influence, direct, and manage human and institutional resources to achieve quality educational
goals (Leithwood, Harris, & Hopkins, 2020). In the elementary school context, the principal is
not only an administrator but also an agent of change who can create a productive and
participatory learning climate. According to Hallinger (2003), educational leadership is crucial
for driving organizational culture, building healthy social relationships, and improving teacher
and student performance.
2. Transformational Leadership Style
Transformational leadership is a style that emphasizes developing a long-term vision,
inspiration, empowerment, and continuous innovation (Bass, 1999; Marks & Printy, 2003). In
numerous studies in Indonesia, this style has proven highly effective in elementary education
institutions. Ardiani et al. (2023) showed that transformational principals are able to create a
positive learning environment and improve the quality of the learning process. Similarly,
Roesminingsih & Windasari (2023) found that transformational leadership significantly boosts
teacher performance by strengthening professional learning communities. Thika et al. (2024)
stated that transformational leadership has a direct impact on organizational commitment and the
work climate in elementary schools, ultimately increasing teacher productivity. Other research
by Narulita et al. (2023) and Komara et al. (2024) emphasized that teacher work motivation and
learning culture develop rapidly under transformational leadership. Widyastuti et al. (2024) also
supported this argument in the context of early childhood education.
3. Instructional Leadership Style
Instructional leadership is a leadership style that emphasizes the quality of the learning
process directly, such as teaching supervision, curriculum improvement, and teacher coaching
71
(Hallinger, 2003). In the context of elementary schools in Indonesia, this approach is becoming
increasingly important as demands for improving students' basic competencies increase.
Andriadi & Sulistiyo (2024) demonstrated that a combination of instructional and
transformational leadership yields optimal results for teacher performance, job satisfaction, and
student academic achievement.
Rachman et al. (2023) emphasized that strong instructional leadership can improve work
culture and increase teacher motivation, particularly in strengthening pedagogy and evaluating
learning. A study by Marks & Printy (2003) even integrated both approaches (transformational
and instructional) as complementary leadership styles that result in high school performance.
4. Participatory and Situational Leadership Styles
Participatory leadership is characterized by the involvement of teachers, staff, and the
school community in decision-making, which creates a sense of shared ownership of the school's
vision and mission. Purwanto et al. (2020) found that collective participation in school planning
and evaluation resulted in improved teacher performance and synergy among stakeholders.
Santiari et al. (2020) added that this style strengthens the work climate and increases the intrinsic
motivation of educators.
Meanwhile, a situational leadership style is a flexible approach tailored to the conditions
and needs of the school, as well as the characteristics of individual teachers (Burke et al., 2006).
In the highly socially and geographically diverse context of Indonesian elementary schools, a
situational style is crucial for responding to local complexities. Spillane et al. (2001) and Harris
& Spillane (2008) refer to this approach as part of "distributed leadership," where authority and
influence are distributed collaboratively and adaptively.
Interim Conclusions of the Theoretical Study. Various theories and empirical studies
show that transformational, instructional, participatory, and situational leadership styles each
have their own strengths in the context of primary education. However, their effectiveness is
largely determined by the principal's ability to integrate these approaches synergistically and
contextually. Amidst educational challenges in Indonesia, such as low basic literacy, lack of
teacher motivation, and limited resources, adaptive, visionary, and collaborative educational
leaders are key to sustainable transformation.
II. Effective Leadership in Elementary Education
1. Conceptual Introduction
Leadership in elementary education institutions plays a strategic role in ensuring
educational quality. The effectiveness of a principal's leadership is not solely related to
administrative management but rather encompasses the ability to direct vision, inspire teachers,
build a culture of learning, and improve student performance (Leithwood, Harris, & Hopkins,
2020). In the Indonesian context, the shifting educational paradigm demands a leadership style
that is more transformative, participatory, and adaptive to change.
2. Transformational Leadership Style
Transformational leadership is characterized by four main dimensions: idealized
influence, inspirational motivation, intellectual stimulation, and individualized consideration
(Bass, 1999). Principals who employ this style tend to be successful in creating a positive and
productive learning climate, as well as increasing teacher motivation and student performance
(Marks & Printy, 2003).
Research by Ardiani et al. (2023) shows that principals with a transformational style
successfully improve the quality of learning in elementary schools through motivation, teacher
empowerment, and innovative support. Roesminingsih & Windasari (2023) also emphasized that
this style strengthens professional learning communities and teacher performance.
72
Komara et al. (2024) added that the transformational style can foster a collaborative
learning culture among teachers. Meanwhile, Narulita et al. (2023) and Thika et al. (2024)
confirmed a positive relationship between transformational leadership, organizational climate,
and work commitment on teacher performance. Kasman et al. (2024) demonstrated the
importance of women's roles in implementing transformational leadership to build competitive
integrated Islamic schools.
3. Instructional Leadership as a Complementary Approach
Instructional leadership focuses on improving the quality of learning through
supervision, teacher evaluation, curriculum development, and monitoring student learning
outcomes (Hallinger, 2003). This approach is relevant in elementary education, which requires
direct attention to student learning processes and outcomes. Andriadi & Sulistiyo (2024) found
that the combination of transformational and instructional styles positively impacted work
motivation, teacher satisfaction, and student achievement. Rachman et al. (2023) also
emphasized the importance of a conducive school culture and instructional leadership style in
improving teacher motivation and performance.
4. Participatory Leadership and Distributed Leadership
Participatory leadership encourages the involvement of the entire school community in
decision-making, creates a sense of shared ownership, and builds collective commitment to the
school's vision. Purwanto et al. (2020) show that teacher involvement in decision-making
strengthens organizational culture and improves performance.
Spillane et al. (2001) and Harris & Spillane (2008) offer the concept of distributed
leadership, where leadership is shared and delegated to school work teams. This model is highly
relevant to the context of elementary education in Indonesia, which often faces resource
constraints and local complexities.
5. Situational and Adaptive Leadership
Situational leadership styles emphasize flexibility in approach according to the level of
teacher readiness and competency. Burke et al. (2006) suggest that a balance between task-
oriented leadership and interpersonal relationships is crucial for team effectiveness. In the context
of elementary education, principals must be able to adapt their leadership approach to the
characteristics of teachers, students, and the local community.
6. The Impact of Effective Leadership on Teacher Performance and Educational
Quality
Several studies (Monoyasa et al., 2017; Wote & Patalatu, 2019; Santiari et al., 2020)
show that effective leadership is positively correlated with teacher performance, job satisfaction,
and intrinsic motivation. Rachmad et al. (2023) corroborate these findings in the context of
Islamic elementary schools, where leadership transformation also influences the effectiveness of
religious and character education.
Widyastuti et al. (2024) also emphasize the strategic role of transformational leaders in
early childhood education, extending the validity of leadership theory across the broader
spectrum of elementary education.
7. Theoretical Synthesis
Effective leadership in elementary education is not the result of a single style but rather
the integration of several approaches that adapt to the conditions on the ground. Transformational
leadership provides the energy for change and motivation; instructional leadership ensures the
quality of teaching; participatory and distributed leadership foster collaboration; and situational
leadership offers strategic flexibility.
73
Consistent with the claims of Leithwood et al. (2020), successful schools are led by
principals who are able to unify the vision, facilitate teacher learning, and build organizational
structures that support sustainable change.
Overall, leadership effectiveness in elementary education institutions in Indonesia is
largely determined by the extent to which principals are able to implement a transformative,
instructional, and contextually adaptive leadership approach. These theoretical implications
provide an important basis for formulating future leadership models in elementary education that
are more responsive, collaborative, and innovative.
RESEARCH METHODS
1. Research Approach and Type
This study used a quantitative approach with a survey method. This approach was
chosen to obtain empirical data that could be statistically analyzed to measure the influence and
tendencies of principal leadership styles on teacher performance effectiveness and learning
quality achievement in elementary schools. This research is descriptive, quantitative, and
verifiable, with the aim of systematically describing the dominant leadership styles and analyzing
their relationship to performance variables in elementary education units.
2. Research Location and Time
The research was conducted on Lombok Island, West Nusa Tenggara Province,
encompassing three regencies and one city: West Lombok Regency, Central Lombok Regency,
East Lombok Regency, and Mataram City. This location was selected based on the diverse
geographic and sociocultural characteristics that reflect the complexity of leadership dynamics
at the elementary school level. The study lasted for three months: March, April, and May 2025.
3. Population and Sample
The population in this study was all principals and teachers at public and private
elementary schools on Lombok Island. The sampling technique used was stratified random
sampling, based on geographic zone and school status (public/private). The sample size was 120
respondents, consisting of 30 principals and 90 teachers from 30 different elementary schools.
4. Data Collection Techniques
Data collection was conducted through
Questionnaire: The main instrument consisted of closed-ended questions on a 1–5
Likert scale to measure leadership styles (transformational, instructional, participatory, and
situational) and their perceived effectiveness on performance and learning. Semi-structured
interviews: Used with a small sample of respondents (10 principals and 10 teachers) to deepen
the quantitative findings and identify local contexts influencing leadership practices.
Documentation: Collected secondary data in the form of school profiles, performance reports,
and school development plans (RKS) to strengthen data validity.
5. Research Instrument
The questionnaire instrument was developed based on leadership style indicators from
Bass & Avolio's (1994) theory for transformational leadership, Hallinger's (2003) theory for
instructional leadership, and Hersey and Blanchard's theory for situational leadership. Instrument
validation was conducted through expert judgment and content validity testing, while reliability
was tested using Cronbach's Alpha (a value ≥ 0.70 is considered reliable).
6. Data Analysis Techniques
Data were analyzed using SPSS (Statistical Package for the Social Sciences) software.
The analysis techniques used included: Descriptive statistics to determine the tendency of
74
dominant leadership styles. Pearson correlation tests to examine the relationship between
leadership styles and teacher performance effectiveness and learning outcomes. Multiple linear
regression tests to examine the simultaneous influence of leadership styles on the effectiveness
of elementary education institutions. Thematic analysis for interview data to interpret qualitative
findings contextually.
RESULTS AND DISCUSSION
A. Research Results
This research was conducted in 30 elementary schools (SD) on Lombok Island,
involving 30 principals and 90 teachers. Data were collected through questionnaires, semi-
structured interviews, and documentation. Analysis was conducted to identify dominant
leadership styles and their influence on the effectiveness of educational institutions.
1. Dominant Leadership Style Based on the descriptive analysis of the questionnaire, the
following data were obtained:
Leadership Style Dominance Percentage Mean Likert Scale Score
Transformational 56,7% 4,24
Instructional 21,1% 3,87
Participative 13,3% 3,66
Situational 8,9% 3,41
These results indicate that transformational leadership is the most dominant leadership
style implemented by principals on Lombok Island, with the highest scores on the indicators of
inspirational vision, teacher empowerment, and individual attention.
2. The Influence of Leadership Style on Teacher Performance and Learning Quality
Multiple linear regression tests showed the following results: Transformational
leadership style has a significant influence on teacher performance (sig. = 0.002) and learning
quality (sig. = 0.005). Instructional style also has a positive but more moderate influence (sig. =
0.031). Participative and situational styles have statistically insignificant influences in this
measurement context (sig. > 0.05). In-depth interviews confirmed these findings, with teachers
stating that principals who inspire, support innovation, and provide morale reinforcement have a
positive impact on work enthusiasm and learning success.
3. Factors Supporting and Inhibiting Leadership Effectiveness
From the interviews and documentation, several factors were identified that support and
inhibit the effectiveness of leadership styles:
Supporting Factors:
a) Leadership training from the Education Office
b) Positive and collaborative school climate
c) Personal commitment of the principal
Inhibiting Factors:
a) Limited school budget
b) Disparities in human resource capacity between schools
75
c) Top-down policy interventions
DISCUSSION
1. Transformational Leadership: A Key Pillar of Elementary School Effectiveness.
Transformational leadership is the most dominant and effective leadership style in the
context of elementary education on Lombok Island. Principals with this style are able to
transform personal vision into collective enthusiasm for the school community. According to
Ardiani et al. (2023), transformational leaders encourage innovation, build trust, and create an
inspiring learning environment. Roesminingsih & Windasari (2023) found that transformational
leaders play a central role in forming professional learning communities, which significantly
impact teacher performance. This finding is also confirmed by Thika et al. (2024), who found
that transformational leadership can increase organizational commitment and a positive work
climate. In terms of motivation and productivity, Narulita et al. (2023) emphasized that
transformational leaders have the power to build work enthusiasm and empower individual
teachers, while Komara et al. (2024) stated that this style has a positive impact on teacher learning
culture. Even in the context of early childhood education, this style has been shown to promote
better learning quality (Widyastuti et al., 2024). Theoretical support from Leithwood et al. (2020)
and Hallinger (2003) suggests that transformational leadership is strongly correlated with
improving the quality of educational institutions, particularly in the context of continuous change
and renewal.
2. Instructional Leadership: Strengthening Academic Focus and Learning Objectives
Instructional leadership is an approach that emphasizes the role of the principal as an
academic leader. Based on research by Andriadi & Sulistiyo (2024), instructional leadership style
has a positive correlation with student achievement, teacher motivation, and job satisfaction. In
practice on Lombok Island, principals who implement this style appear to be active in a) setting
high academic standards, b) monitoring the teaching and learning process, and c) providing
feedback to teachers. Rachman et al. (2023) support these findings by demonstrating that
instructional leadership encourages a structured work culture directed at improving student
achievement. Marks & Printy (2003) suggest an integration of transformational and instructional
styles, as the combination of the two forms "holistic leadership" that not only encourages
innovation but also ensures the achievement of academic goals.
3. Participatory Leadership: Encouraging Collaboration and Democratization of
Decision-Making.
Participatory leadership emphasizes the involvement of teachers, staff, and the
community in the school decision-making process. Although only implemented by 13.3% of
principals on Lombok Island, this style has shown positive contributions to a) increasing the
sense of ownership of school programs among school residents, b) strengthening teamwork, and
the growth of collective leadership (distributed leadership), as discussed by Spillane et al. (2001)
and Harris & Spillane (2008). Participatory leadership also contributes to the creation of an open
and adaptive organizational culture, as emphasized by Purwanto et al. (2020) and Santiari et al.
(2020). However, this style faces challenges in the context of decision-making times that can be
slower and the need for high collaborative capacity from all parties.
4. Situational Leadership: Flexible but Dependent on the Leader's Adaptability.
The situational leadership style was found in only 8.9% of school principals on Lombok
Island. This style focuses on the leader's ability to adapt their approach based on the context, the
level of teacher preparedness, and school conditions. Burke et al. (2006) stated that the
effectiveness of this style depends on a combination of task and interpersonal styles, meaning
leaders must possess emotional intelligence, social sensitivity, and strong managerial skills.
76
However, the research found that the implementation of the situational style is still weak because
most principals lack adequate adaptive training. However, in the context of the diversity of school
conditions in Indonesia, this style has great potential if applied in a targeted manner.
5. Integration of Leadership Styles for Maximum Effectiveness.
Based on the literature review and field findings, there is no single, perfect leadership
style. Instead, leadership effectiveness depends on the principal's ability to integrate various
approaches:
a) transformational to build a vision and spirit of change and
b) instructional to ensure academic quality.
c) Participatory to foster synergy within the school community.
d) Situational leadership to flexibly respond to field dynamics.
Studies by Hallinger (2003) and Harris & Spillane (2008) recommend the importance
of distributed leadership as a long-term strategy for creating adaptive, effective, and sustainable
schools.
CONCLUSION
Transformational leadership has proven to be most influential in improving the quality
of basic education in Indonesia, including on Lombok Island. However, an integrative approach
with instructional, participatory, and situational elements will yield more optimal results in a
complex and multicultural educational context like Indonesia.
SUGGESTION
Improving Transformational Leadership Competencies
Primary school principals are advised to participate in ongoing training and professional
development in transformational leadership. This is crucial for fostering a strong educational
vision, inspiring teachers, and encouraging learning innovations that positively impact
educational quality.
Strengthening the Principal's Instructional Role.
Educational institutions need to facilitate the principal's role as an instructional leader
by providing time and structural support to enable them to be more active in teacher development,
academic supervision, and curriculum development. This way, the learning process can be
managed systematically and directed toward improving student learning outcomes.
Developing a Participatory Leadership Culture.
It is important for principals to involve the entire school community—teachers, students,
school committee members, and parents—in decision-making. An open and collaborative
leadership culture will foster a sense of ownership and shared responsibility in building a positive
and productive learning environment.
Flexibility of Situational Leadership Style.
Principals are expected to be sensitive to the social and cultural contexts and individual
circumstances of teachers and staff when determining appropriate leadership approaches. By
adaptively applying situational styles, principals can more effectively address managerial and
pedagogical challenges.
Recommendations for the Government and Education Offices.
Regional governments, particularly the Education Offices in West Nusa Tenggara and
other regions in Indonesia, are advised to integrate transformational, instructional, participatory,
and situational leadership materials into principal development programs. Regular evaluation of
leadership effectiveness in schools is also necessary and systematic.
Academic Support and Further Research.
77
Researchers and academics are encouraged to conduct further studies on the
effectiveness of leadership style combinations in various geographic and cultural educational
contexts. Longitudinal research and in-depth qualitative studies are also needed to understand the
psychosocial dynamics that influence leadership success at the elementary education level.
REFERENSES
Andriadi, D., & Sulistiyo, U. (2024). The Influence of Transformational and Instructional
Leadership Styles of School’s Principals on Teacher’s Performance, Motivation,
Job Satisfaction and Student Achievement in Primary and Secondary Schools.
PPSDP International Journal of Education DOI:10.59175/pijed.v3i2.335 Ejournal
UPI+3PPSDP Journal+3Uniflor E-Journal+3
Ardiani, T., Sumarno, S., & Rasiman. (2023). Transformational Leadership Style: How
Principals Can Help to Improve the Quality of Learning in Elementary
School. Prima Magistra. DOI:10.37478/jpm.v6i2.5141 Uniflor E-
Journal+1PPSDP Journal+1
Burke, C. S., et al. (2006). What type of leadership behaviours are functional in teams? A
meta-analysis (task- vs. relationship-oriented). The Leadership
Quarterly [Link]
Hallinger, P. (2003). Leading educational change: Reflections on the practice of
instructional and transformational leadership. Cambridge Journal of
Education [Link]+1Ejournal UPI+1
Harris, A., & Spillane, J. (2008). Distributed leadership through the looking glass.
Management in Education [Link]
Kasman, F. M. S., Setiadi, Z., & Zulfikar. (2024). Transformational Leadership:
Women’s Role in Building Competitive Integrated Islamic School. Al-Tanzim:
Jurnal Manajemen Pendidikan Islam DOI:10.33650/al-tanzim.v8i3.8388
[Link]+1Jurnal Universitas PGRI Palembang+1
Komara, E., Hidayat, I. K. A. F., Juwarto, W., & Yusuf, S. (2024). The Transformational
Leadership of the School Principal and Its Influence on the Teacher Learning
Culture. Journal of Educational Management
Research DOI:10.61987/jemr.v4i2.927 Serambi
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven Strong Claims about Successful
School Leadership Revisited. School Leadership & Management (referensi
internasional utama) Journal Universitas Negeri Jakarta
Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An
integration of transformational and instructional leadership. Educational
Administration Quarterly (landmark study) [Link]
Monoyasa, M. W., Sularso, R. A., & Prihatini, D. (2017). Pengaruh gaya kepemimpinan
transformasional kepala sekolah terhadap kinerja guru sekolah dasar…in Jember.
Relasi: Jurnal Ekonomi Jurnal Untan+2Ejournal UPI+2Jurnal Universitas PGRI
Palembang+2
Narulita, S., Maswardi, & Chiar. (2023). The Effects of Transformational Leadership of
The Principal and Teacher's Work Motivation towards Teacher Work
Productivity. International Journal of Learning and Instruction
(IJLI) DOI:10.26418/ijli.v1i2.37345 Jurnal Untan
Purwanto, A., et al. (2020). Pengaruh kepemimpinan terhadap kinerja guru sekolah
dasar… dengan keterlibatan kerja dan budaya organisasi sebagai mediator.
EduPsyCouns DOI tersedia Ejournal UPI
Rachmad, Y., Mokan, A., Badriyyah, E., et al. (2023). The Effect of Principal
Transformational Leadership and Motivation on Performance of Teacher in
78
Islamic Elementary School. Journal on Education DOI:10.31004/joe.v5i3.1493
PPSDP Journal
Rachman, A., Suriansyah, A., & Effendi, R. (2023). The influence of school culture,
principal instructional leadership and work motivation on the teacher performance
of elementary school. International Journal of Social Science and Human
Research DOI tersedia [Link]+15PPSDP Journal+15Jurnal Untan+15
Roesminingsih, E., & Windasari, W. (2023). The impact of transformational leadership
on teacher performance: A study of professional learning communities in
Indonesia. Journal of Pedagogical Research Journal of Pedagogical Research
Santiari, L. P., Sunu, I. G. K. A., & Dantes, K. R. (2020). Kontribusi kepemimpinan
kepala sekolah, iklim kerja, dan motivasi kerja terhadap kinerja guru. Jurnal
Administrasi Pendidikan Indonesia DOI tersedia Ejournal UPI
Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating School Leadership
Practice: A Distributed Perspective. Educational Researcher [Link]
Thika, T. F., Aslamiah, & Suhaimi. (2024). The Influence of School Principals'
Transformational Leadership, Organizational Climate, Organizational
Commitment on the Performance of Public Primary Educational Teachers.
Esteem Journal of English Education Study
Programme DOI:10.31851/esteem.v7i2.16611 Jurnal Universitas PGRI
Palembang+1PPSDP Journal+1
Widyastuti, N., Suminar, T., & Waluyo, E. (2024). The Role of Transformational Leaders
in Improving the Quality of Early Childhood Education. JPUD – Jurnal
Pendidikan Usia Dini DOI:10.21009/jpud.v18i2.49615 Journal Universitas
Negeri Jakarta+1Uniflor E-Journal+1
Wote, A. Y. V., & Patalatu, J. S. (2019). Pengaruh gaya kepemimpinan transformasional
dan kepuasan kerja terhadap kinerja guru sekolah dasar. Jurnal Ilmiah Sekolah
Dasar DOI tersedia Ejournal UPI
79