Influence of Principal Instructional Leadership Behaviour on the Organisational Commitment of Junior High School Teachers in Surakarta

Abstract

Purpose – The main objective of this study was to identify the influence of principal instructional leadership on teacher organizational commitment in junior high schools in Surakarta. This issue arises because there are discrepancies in the findings of previous studies as well as the lack of studies in Indonesia. Accordingly, no definitive conclusions can be drawn in relation to this issue which is still pending. Methodology – This study was conducted by applying a quantitative approach and cross-sectional survey design. A total of 264 teachers participated in this study. They were selected using a stratified random technique. Two standardized questionnaires namely the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger and Murphy (1985) and the Organizational Commitment Questionnaire (OCQ) developed by Allen and Meyer (1990) were used to measure principal instructional leadership and teacher commitment to their respective organizations. To analyze the data, SPSS version 26 was used to analyze the descriptive data, while SmartPLS 3.0 was used to analyze the measurement model and hypothesis testing. Findings – Descriptive statistics showed that the mean score of principal instructional leadership was 3.7 and teacher organizational commitment was 3.3. Both of these mean scores indicated that the level of principal instructional leadership and teacher organizational commitment were at moderate levels. In the assessment of the measurement model, the questionnaires used in the study had acceptable convergent and discriminant validity. Meanwhile, in hypothesis testing, this study found that principal instructional leadership had a moderate influence (β= 0.397) on teacher organizational commitment. Significance – The findings of this study have contributed to the development of knowledge in the field of instructional leadership and organizational commitment in the context of education in Indonesia. This study suggests that if teachers’ commitment to the school/ organization is to be enhanced, school principals should practice extensive instructional leadership.

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability Based on Science Literacy for Pre-Service Primary School Teachers in Learning Science Concepts

“…A total of 206 students participated in this study. Experts agree that many factors affect the minimum sample size (Sukarmin & Sin, 2022). Meanwhile, Lynn (2019) revealed that stratified random sampling has the advantage that it can ensure that the final sample has been proportionally distributed with the population in terms of the required stratification.…”

“…Ringle et al (2015) reveal that SmartPLS 3.0 can be used to assess measurement models and test hypotheses. Convergent validity and discriminant criteria are used in making an assessment of the measurement model, while hypothesis testing is used to test hypotheses (Sukarmin & Sin, 2022).…”

Effect of principal instructional leadership on teacher commitment

“…The majority of the results of the review of the articles indicate that there is a positive and medium effect of principal instructional leadership on teacher commitment, across the various instruments used. For example, the results of research using the instructional leadership instrument developed by Philip Hellinger and teacher commitment developed by Allen and Mayer were that the variables had positive relationship at a moderate level [33], [35], [38], [43]. According to research findings, principals should apply intelligence in instructional leadership skills to strengthen teachers' organizational commitment.…”

“…Positive correlation between principal and instructional leadership organization commitment. [35] Examine the impact of instructional leadership by principals on the organizational commitment of junior high school teachers in Surakarta.…”

Exploring Instructional Leadership of School-Based Management Level III Schools

“…In the same fashion, instructional leadership, as defined by Sukarmin and Sin (2022), entails the principal's day-to-day duty to address concerns about instruction and professional growth for teachers, as well as any other activities aimed at fostering an environment in the classroom that encourages both teacher fulfillment and student achievement. It is also advised that principals, in their capacity as instructional leaders, should place a priority on fostering an environment in the classroom where teachers can teach more effectively and students can learn better.…”