The Influence of Principal Leadership in the Independent Learning Policy on Teacher Performance at State Vocational Schools in Bangli Regency

Abstract

The principal has a strategic role to improve the quality of teacher performance. Purpose of this study was to test and explain the impact of transformational leadership, strategic leadership and visionary leadership on teacher performance. This mixed method study used an explanatory research approach conducted on teachers of State Vocational High Schools in Bangli Regency. The population of teachers was 122 people, sampling using the Slovin formula, then confirmed by the Warwick and Lininger techniques obtained 110 people. Data collection using questionnaires was then confirmed by interview data. Data analysis used simple and multiple regression methods. The results of the study were (1) transformational leadership had a significant impact on teacher performance as evidenced by Ŷ= 61.305 + 0.602 X1, coefficient= 0.555 and contribution = 6.11%. (2) strategic leadership had a significant positive effect on teacher performance as evidenced by Ŷ = 40.254 + 0.723 X2 coefficient = 0.718 and contribution = 34.82%. (3) Visionary leadership a significant effect on teacher performance as evidenced by Ŷ= 44.965 + 0.740 X3 coefficient= 0.707 and contribution= 24.81%. (4) Simultaneously, transformational leadership, strategic leadership and visionary leadership have a significant effect on teacher performance as evidenced by Ŷ = 41.029 + 0.119X1 + 488X2 + 0.368X3 coefficient= 0.732 and Freg test= 40.740 and Sig.= 0.000 total SE= 65.74%. The findings of this study are that strategic leadership has the strongest effect on teacher performance as indicated by the principal's strategy of collaborating with the world of work. It is recommended to implement strategic leadership in improving teacher performance.