Increasing school effectiveness through principals’ leadership and teachers’ teaching performance, is it possible?

Abstract

Efforts to achieve educational goals cannot be separated from the performance of schools in realizing these goals, to achieve this involves many parties and factors that influence it. This study aims to describe the impact of principal’s leadership and teacher’s teaching performance in an effort to increase school effectiveness. This research uses a quantitative approach with a survey method. Proportionated stratified random sampling technique was used in this study. A total of 2,730 respondents comprising principals, teachers, students, and school committees participated in this study. The instrument used was a questionnaire. The main data analysis used in this study was the Structural Equation Model. The findings indicated that principals’ leadership and teachers’ teaching performance positively and significantly influenced school effectiveness, which means that school effectiveness was directly determined by the presence of effective principal’s leadership and high teacher teaching performance. The principal’s leadership as a driver variable was proven to be able to trigger the teaching performance of teachers to increase school effectiveness. The high effectiveness of this school was inseparable from the effective teacher’s teaching performance. Teachers’ teaching performance must be continuously improved to improve school effectiveness. This teaching performance can be improved through the principal’s leadership role.