EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol.
6, 2 (December, 2.
, pp.
ISSN: 2721-1150.
EISSN: 2721-1169.
DOI: 10.
62775/edukasia.
Evaluation of Principal Leadership Style in Increasing Teachers' Teaching Motivation: CIPP Model Approach Desi Nalurita Sari1.
Wahyudi2.
Sophia Tri Satyawati3 Universitas Kristen Satya Wacana.
Indonesia.
942021007@student.
Universitas Kristen Satya Wacana.
Indonesia.
yudhi@uksw.
3 Universitas Kristen Satya Wacana.
Indonesia.
trisatyawati@uksw.
ARTICLE INFO
Keywords:
CIPP Model.
transformational leadership.
Educational Evaluation.
Teacher Motivation Article history:
Received 2025-06-03
Revised 2025-07-04
Accepted 2025-08-17
ABSTRACT
This study evaluates the effectiveness of a school principalAos leadership style in boosting teacher motivation through the CIPP (Context.
Input.
Process.
Produc.
evaluation model.
Using qualitative evaluative methods, data were collected through triangulation techniques in the form of in-depth interviews, field observations, and documentation analysis.
Participants in this study numbered five people, consisting of one principal, three subject teachers who each had a minimum of five years of teaching experience and were active in the learning community (Kombe.
, and one education staff .
dministrative staf.
who was directly involved in managerial activities with the principal.
This study was conducted at Pangudi Luhur Tuntang Junior High School, with the main focus on how the principal's leadership style contributes to increasing teacher teaching motivation through a contextual, input, process, and product approach as applied in the CIPP evaluation The findings show that the principal understands teachers' motivational needs and aligns leadership with the school's vision and mission.
Participatory leadership and support for professional growth are evident, though resource limitations The principal actively fosters collaboration, such as through a learning community, although these efforts are challenged by limited time and staff.
The outcomes include increased teacher motivation, creativity, and engagement in teaching activities.
However, formal systems to evaluate motivation remain Overall, the principal's leadership style is largely transformational and participatory, positively influencing teacher Nonetheless, improvements are needed in systematic support and program continuity.
These insights may guide school leaders and policymakers in strengthening educational leadership and improving teaching quality.
This is an open access article under the CC BY-NC-SA license.
Corresponding Author:
Desi Nalurita Sari Universitas Kristen Satya Wacana.
Indonesia.
942021007@student.
https://jurnaledukasia.
EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 719-732
720 of 732
INTRODUCTION
Schools as formal educational institutions have an important responsibility in forming a quality next generation.
To realize national education goals, all components in the school environment must run effectively, with a special emphasis on the leadership of the principal and the role of teachers in implementing the learning process.
The principal's duties are not only limited to administrative functions, but are also expected to be transformational leaders who are able to inspire, direct, and motivate teachers to work optimally in the teaching and learning process (Nurhadi & Dwijananti, 2.
The leadership of the principal occupies a strategic position in fostering a professional work culture that encourages improving the quality of education.
However, in practice, some school leaders still show a tendency towards authoritarian or bureaucratic leadership, which limits opportunities for teacher participation.
This leadership approach can increase teacher motivation, thus having a negative impact on the learning process and learning outcomes.
The urgency of research in the field of principal leadership is becoming increasingly important amidst global demands for improving the quality of education.
Various studies have shown that the principal's leadership style has a direct or indirect influence on teacher performance and student learning outcomes (Hallinger, 2011.
Leithwood et al.
, 2.
In-depth and contextual research on transformational leadership is needed to formulate a leadership model that suits the needs of schools in Indonesia, which are rich in cultural and social diversity.
In addition, the importance of this research is also driven by the continued gap in implementation between educational managerial policies and real practices in the field (Arifin, 2.
Therefore, studies that integrate dimensions of leadership, teacher motivation, and learning quality are very urgent to provide empirical contributions in formulating more effective and participatory school leadership policies and training (Bush, 2008.
Mulyasa, 2.
Furthermore, not all school principals demonstrate sufficient leadership competence, particularly in areas such as fostering interpersonal relationships, delivering constructive feedback, and supporting teachersAo professional growth (Putra & Fitria, 2.
Leadership styles that emphasize participation, democracy, or transformation have been shown to be more effective in increasing teacher motivation and job satisfaction (Afandi, 2020.
Wahyuni, 2.
Among these, transformational leadership is regarded as particularly suitable in educational settings.
This leadership model is marked by the ability to articulate a compelling vision, build strong interpersonal connections, and promote innovation and positive transformation within the school environment.
Research by Robani and Mustofa .
indicates that principals who apply democratic leadership principles are more successful in reinforcing collaborative relationships between school leaders and teachers, while also granting teachers autonomy to enhance their professional capabilities.
The application of school principalsAo leadership styles in practice continues to encounter various Preliminary observations have revealed several issues that highlight the necessity for evaluating the effectiveness of the leadership styles currently implemented.
The school in question is led by a single principal, supported by four teachers, and comprises three learning groups with an average of 30 students per class.
Empirical findings suggest that teachersAo creativity in the instructional process is insufficiently supported, and innovation in learning remains minimal.
Instructional activities tend to be monotonous and lack contextual alignment with contemporary developments and student These conditions suggest that the principal's leadership has yet to achieve optimal effectiveness in fostering a professional work climate that motivates teachers and promotes their continuous Ideally, an effective leadership style should facilitate the enhancement of teachersAo competencies, cultivate a supportive and healthy work environment, and encourage ongoing professional growth and innovation.
Desi Nalurita Sari.
Wahyudi.
Sophia Tri Satyawati / Evaluatioan of School PrincipalAos Leadership Style Implementation in Improving TeachersAo Teaching Motivation Using the CIPP Model EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 719-732 721 of 732 Another issue identified is the absence of a comprehensive evaluation framework for assessing the effectiveness of the principal's leadership role.
Existing evaluations have predominantly emphasized administrative accomplishments and student examination outcomes, while neglecting to assess the direct influence of leadership practices on teachers' work motivation (Rahmawati, 2.
In light of these limitations, it is essential to implement a thorough and systematic evaluation of the principalAos leadership style in relation to its impact on enhancing teacher motivation.
The CIPP (Context.
Input.
Process.
Produc.
Evaluation Model offers an appropriate framework for conducting such an The purpose of this study is to apply the principal's leadership style in improving teacher motivation by using the CIPP (Context.
Input.
Process.
Produc.
evaluation model.
Specifically, this study aims to identify contextual factors that influence the principal's leadership in building a work culture that supports teacher motivation.
analyze input components such as teacher readiness, resources, and institutional support.
examine the leadership process carried out by the principal in supervision, professional development, and strategic motivation.
and realize the results of the implementation of these policies on teacher motivation and teaching performance.
In addition, this study also aims to assess the effectiveness of the CIPP evaluation model as a comprehensive framework in educational leadership practices at the school level.
METHODS
This research adopts a qualitative methodology, selected to facilitate an in-depth exploration of the school principalAos leadership style in fostering teachersAo motivation to teach.
Rather than testing hypotheses or examining variable relationships, this approach aims to contextually and descriptively evaluate the phenomenon through the perspectives and lived experiences of participants in the field (Moleong, 2.
Participant Selection Criteria Data sources were obtained using purposive sampling, a technique that selects participants based on specific criteria aligned with the research objectives.
The participants comprised:
The school principal, who has held the position for at least 3 years and has received formal leadership training from the Ministry of Education.
Three teachers, each with a minimum of 5 years of teaching experience, who are actively involved in the schoolAos Komunitas Belajar (Kombe.
and have interacted directly with the principal in instructional and managerial contexts.
One administrative staff member, with more than 3 years of service, who routinely collaborates with the principal on school planning and teacher support programs.
These criteria ensure that the participants have sufficient exposure to, and understanding of, the principalAos leadership behaviors in both instructional and organizational settings.
Data Collection Techniques and Instrument Validation Field observations were conducted to examine the principalAos leadership behavior and interactions with teachers, aiming to gather factual data concerning the execution of leadership processes and the state of teacher motivation in instructional activities.
In-depth interviews were conducted with selected participants to uncover their perceptions, experiences, and interpretations.
These interviews were complemented by document analysis .
, school vision-mission documents, teacher activity logs, supervision record.
The instruments used in this study included:
Observation sheets, focused on leadership practices such as communication, feedback, and support strategies.
Interview guides, developed based on the dimensions of instructional and transformational leadership.
Documentation checklists, used to record relevant policies, teacher performance reports, and evidence of school programs.
Instrument validation was conducted through Desi Nalurita Sari.
Wahyudi.
Sophia Tri Satyawati / Evaluatioan of School PrincipalAos Leadership Style Implementation in Improving TeachersAo Teaching Motivation Using the CIPP Model EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 719-732 722 of 732 expert review.
The interview guides and observation instruments were validated by two experts in educational management, both of whom are senior lecturers in education leadership studies.
They reviewed the items for content relevance, clarity, and alignment with the research objectives, and suggested revisions that were incorporated into the final version.
Data Analysis Procedure Data were analyzed using the descriptive qualitative method with an evaluative lens, structured according to the CIPP (Context.
Input.
Process.
Produc.
evaluation model.
The analytical process followed the interactive model of Miles and Huberman (Miles.
Huberman & Saldaya, 2.
, involving:
Data Reduction: This process involved selecting, focusing, simplifying, and transforming raw data from interview transcripts, observation notes, and documents.
For example, recurring themes such as "motivational feedback," "collaborative planning," and "lack of reward systems" were coded and categorized during initial readings.
Data Display: Reduced data were organized in the form of matrices, thematic charts, and narrative For instance, a matrix was developed comparing teachers' perceptions of leadership support with observed behaviors during lesson planning sessions and professional development Conclusion Drawing and Verification: Conclusions were drawn by identifying patterns and consistencies across data sources.
For example, the finding that "the principal provides timely instructional feedback" was triangulated from teacher interviews, observation of classroom supervision, and documentation of post-observation reflection notes.
Verification involved member checking .
onfirming key points with participant.
and cross-referencing data across instruments to ensure reliability.
Evaluation Criteria Based on the CIPP Model The success criteria in this evaluation are grounded in the four components of the CIPP model by Stufflebeam.
Each component was assessed using indicators derived from educational evaluation theory and national regulations, particularly the Indonesian Ministry of Education Regulation No.
6 of 2018 concerning the assignment of teachers as school principals.
These include:
Context: Alignment of the school vision and mission with strategic objectives.
principalAos competence in formulating and implementing a vision that supports teacher motivation.
Input: Quality of teacher professional development programs, infrastructure, and resource Process: Implementation of leadership strategies such as mentoring, coaching, supervision, and performance appraisal.
Product: Observable improvements in teacher motivation, instructional quality, and student This methodological framework provides a robust and credible basis for evaluating how the principalAos leadership practices shape the motivation and engagement of teachers in the school context.
No.
Assessed Aspect The alignment between the schoolAos vision, mission, and objectives and the principalAos Success Indicator The schoolAos vision is and effectively integrated principalAos leadership and Achievement Criteria (SB): The entire vision and mission comprehensively inform and guide all decisionmaking processes.
B: Most aspects of the vision and mission are reflected in the principalAos Desi Nalurita Sari.
Wahyudi.
Sophia Tri Satyawati / Evaluatioan of School PrincipalAos Leadership Style Implementation in Improving TeachersAo Teaching Motivation Using the CIPP Model EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 719-732 The school environment plays a critical role in facilitating the effective atmosphere is cultivated to enhance leadership 723 of 732 implemented accordingly.
C: Only a limited portion of the vision and mission is considered in leadership K: The vision and reflected in leadership decisions and actions.
SB: Highly supportive.
Supportive.
C: Moderately K Ae Not FINDINGS AND DISCUSSION 1 Findings 1 Context Evaluation The evaluation of the context component in the CIPP model is intended to assess the foundational needs of the program, the characteristics of its participants, and the extent to which the institutionAos vision and mission are aligned with the programAos implementation.
In the present study, the context refers to the initial conditions and specific needs of teachers concerning their teaching motivation, as well as the degree to which the school's vision and mission inform efforts to enhance teacher performance within the framework of institutional philosophy and strategic leadership orientation.
Teacher motivation is influenced by their backgrounds, age, and readiness to adapt to technological advancements.
The principal reported that several teachers still face challenges in utilizing technology, making it a critical instrument in the principalAos leadership approach to foster teaching enthusiasm.
In this regard, the principal functions not only as a manager but also as an instructional leader.
The principal also integrates the schoolAos visionAicentered on perseverance and compassion into their leadership style.
This is based on the belief that perseverance should not only be instilled in students but also among all members of the school community.
The vision is operationalized through initiatives such as learning communities, encouragement to participate in professional development, and the cultivation of literacy habits, both with students and through individual teacher practice.
Although not all teachers have responded optimally, this contextual approach has provided strategic and relevant leadership aligned with the needs of teachers to enhance motivation.
As an embodiment of the schoolAos vision of compassion and perseverance, both the principal and the teachers involved in this study noted a decline in motivation during the pandemic, primarily due to teachersAo limited adaptation to the technological tools required for remote teaching.
The principal responded by employing a personal approach to restore motivation, including one-on-one mentoring with teachers.
Furthermore, the principal acknowledged that some teachers exhibited passive attitudes toward change.
To address this issue, the principal conducted character observations prior to implementing appropriate leadership strategies.
The contextual evaluation indicates a strong alignment between the principalAos leadership, the institutionAos vision and mission, and teachersAo needs in enhancing work motivation.
Visionary.
Desi Nalurita Sari.
Wahyudi.
Sophia Tri Satyawati / Evaluatioan of School PrincipalAos Leadership Style Implementation in Improving TeachersAo Teaching Motivation Using the CIPP Model EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 719-732 724 of 732 responsive, and strategic leadership has fostered an environment conducive to teacher adaptation and continuous learning.
Despite existing challenges related to resources and teachersAo understanding of the school vision, the principalAos commitment to cultivating a collaborative culture and promoting positive work values demonstrates that the contextual aspect has significantly contributed to the success of the program.
2 Input Evaluation The principal stated that the leadership strategy implemented aims to create a conducive work environment while maintaining a focus on enhancing teacher motivation and instructional The principal provides opportunities for teachers to express ideas and actively participate in both teaching processes and school development.
A concrete manifestation of this collaborative effort is the Learning Community Program.
The supervision approach is flexible, allowing teachers autonomy in choosing instructional methods as long as they align with the set learning objectives.
Although formal supervision is not conducted intensively, monitoring continues according to schedules established by the foundation.
From the teachersAo perspective, the principalAos leadership style is perceived as open and Teachers feel trusted to innovate and share ideas, receiving constructive guidance during The principal acts not only as an evaluator but also as a mentor who provides feedback for professional development.
Professional training and development for teachers are facilitated through programs organized by the foundation and invitations from external agencies such as the education department.
The principal actively encourages teacher participation in various competency development forums, including Subject Teacher Deliberations (MGMP) and workshops, both face-to-face and online.
Teachers reported that training opportunities are sufficiently available.
however, the limited number of teaching staff remains a significant obstacle.
Internal training organized by the foundation, particularly those held outside instructional hours, is considered beneficial.
For example, training based on the digital learning platform has been effective in enhancing presentation skills and the use of technology in teaching.
Financial and policy support from the foundation and school committee are Learning facilities for several subjects are sufficient, yet some technical aspects remain limited, requiring teachers to innovate independently.
The input evaluation indicates that the school has provided adequate strategies, training, and resources to support teacher motivation.
The principalAos competence is reflected in a collaborative and empowering leadership approach.
Although structural support exists, the effectiveness of implementation is constrained by the shortage of teaching staff.
Overall, the input aspect is deemed sufficiently successful in supporting the implementation of school leadership.
3 Process Evaluation The process aspect in the CIPP evaluation model focuses on the implementation of activities, the involvement of relevant stakeholders, and the effectiveness of program execution.
In this study, the process aspect was evaluated by examining the implementation of policies aimed at enhancing teacher motivation, as well as the active involvement of the principal and teachers in carrying out the program.
The principal stated that the teacher motivation enhancement program has been implemented, though not yet fully optimized.
One regular activity is monthly home visits to colleagues aimed at fostering camaraderie and strengthening teacher connections.
Additionally, the Learning Community Desi Nalurita Sari.
Wahyudi.
Sophia Tri Satyawati / Evaluatioan of School PrincipalAos Leadership Style Implementation in Improving TeachersAo Teaching Motivation Using the CIPP Model EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 719-732 725 of 732 program (Kombe.
, which facilitates the sharing of teaching practices, was temporarily paused but is planned to resume in the new academic year.
The principal also actively participates in teaching and extracurricular activities, reinforcing the relationship with teachers within the learning process.
Teachers perceive the principalAos involvement in the teaching process and professional development as considerable.
The principal actively teaches and mentors both students and teachers.
Additionally, the principal participates in Learning Community (Kombe.
activities, provides feedback on instructional materials, and engages directly in various learning activities.
Teachers appreciate the principalAos participatory approach, noting that the principal not only gives instructions but also serves as a role model, for instance in literacy and reporting activities.
The principal presents the material first and then encourages teachers to follow the same process.
However, time constraints and limited human resources pose challenges, as some teachers report that the principal is often unable to conduct intensive supervision due to a heavy workload.
Evaluation of teachersAo performance and motivation is conducted informally and lacks a regular, scheduled routine.
The principal reported that evaluations typically occur during work meetings at the beginning of the academic year, mid-semester, or when there are signs of declining teacher motivation.
Although this evaluation process is not yet formalized or systematic, it is considered effective in maintaining teacher motivation.
Teachers acknowledged that performance evaluations are held at least once per semester in the form of work meetings.
however, some expressed that motivation evaluations are not conducted consistently or systematically.
Most evaluative communication takes place in a relaxed and informal setting, such as daily meetings or group activities.
This more casual communication approach is viewed by some teachers as more effective, as it creates a comfortable environment for expressing opinions and receiving feedback, which is perceived to be more constructive and motivating than rigid, formal approaches.
The principal involves teachers in the planning and implementation of programs such as in-house training and workshops, encouraging their participation despite limited involvement due to workload and time constraints.
The principal actively supports teacher development through both formal and informal activities, fostering open and participatory communication.
Teachers generally respond positively to this leadership style, although formal supervision and program evaluation require more systematic structuring.
Overall, the principalAos leadership process is considered effective and consistent in enhancing teacher motivation.
4 Product Evaluation The outcome aspect in the CIPP evaluation model refers to the effects or impacts resulting from program implementation, specifically the influence of the principalAos leadership style on teachersAo motivation to teach.
This includes the achievement of objectives, behavioral changes, and subsequent actions taken based on the evaluation results.
The principal acknowledged that the leadership style implemented has positively influenced teacher motivation, although it is not yet optimal.
Changes were observed in teaching methods, participation in morning literacy activities, and the adoption of new instructional approaches.
Teachers agreed that teaching challenges actually motivate them to enhance teaching quality, with motivation stemming from personal initiative and opportunities to learn from technological advancements.
Teachers perceived several positive changes resulting from the principalAos leadership.
One teacher appreciated the regular reflection activities that enhanced professional competence.
Another highlighted the improvement of technological skills during the pandemic through essential training.
Desi Nalurita Sari.
Wahyudi.
Sophia Tri Satyawati / Evaluatioan of School PrincipalAos Leadership Style Implementation in Improving TeachersAo Teaching Motivation Using the CIPP Model EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 719-732 726 of 732 third teacher valued the principalAos encouragement to innovate, viewing it as foundational for strengthening the schoolAos character and community trust.
The principal assesses the success of enhancing teacher motivation by observing changes in teaching approaches, initiatives in extracurricular activities, and improvements in lesson preparation.
Although the impact is not yet substantial, these indicators demonstrate progress.
Success is also gauged through teachersAo responses during supervision and their willingness to develop certain subjects as strengths.
Such informal evaluations assist the principal in comprehensively understanding teacher motivation.
Findings on the Product aspect of the CIPP evaluation model indicate that the principalAos leadership has positively influenced teacher motivation, though not yet to its full potential.
Improvements are evident in teaching enthusiasm, self-development initiatives, and the quality of instructional interactions.
Teachers exhibit changes in attitude and readiness to face post-pandemic While outcomes are not yet uniformly distributed, ongoing strategic follow-ups are in place to sustain and enhance program quality.
2 Discussion 1 Context Evaluation Context evaluation in the CIPP model aims to identify the needs, background, and objectives of a program, as well as to assess the programAos relevance to real conditions in the field (Stufflebeam & Zhang, 2.
In this study, the context evaluation focused on how the principal maps the needs for improving teacher motivation and the alignment of the schoolAos vision and mission with efforts to strengthen teaching motivation.
Interview results revealed that the principal recognizes the diversity in teachersAo motivation, influenced by their experience, age, and individual characteristics.
Senior teachers tend to require different approaches than younger teachers, especially in facing challenges such as technological advancements and post-pandemic teaching methods.
This indicates a need for adaptive and flexible leadership that enables members to cope with changes, bridge generational gaps, and embrace technological developments (Magfiroh et al.
, 2.
Teacher motivation is influenced by internal and external factors, including support, role models, and the work climate determined by the principal.
For example, direct assistance provided to teachers who have difficulty using technology such as Microsoft Teams during the pandemic reflects the principal's awareness of the real challenges faced by teachers.
This finding is in line with Wahyudi's .
research which states that responsive leadership to operational continuity increases teacher confidence and work enthusiasm.
Strategically, the principal has instilled the values of perseverance and compassion into the school's vision and mission, which are implemented through daily activities such as morning literacy and student presentations.
These values not only shape students' character but also strengthen the school culture among teachers.
This vision is considered relevant because of the pressure on character formation and the role of teachers as role models, more than just focusing on academic results.
This is in line with Sergiovanni's .
research which shows that moral values and value-based leadership have a strong influence on teacher loyalty and dedication.
Likewise.
Robbins and Judge's .
research states that a positive work environment and leaders who show empathy contribute greatly to teachers' intrinsic motivation.
This result is supported by the findings of Hoy and Miskel .
which stated that a healthy and collaborative school climate increases the overall effectiveness of the school organization.
On the other Desi Nalurita Sari.
Wahyudi.
Sophia Tri Satyawati / Evaluatioan of School PrincipalAos Leadership Style Implementation in Improving TeachersAo Teaching Motivation Using the CIPP Model EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 719-732 727 of 732 hand, research by Supardi .
showed that the mismatch between the school vision and daily practices negatively impacted teacher engagement.
Therefore, the integration between the values in the school vision and the actual practices of the principal is a crucial aspect that influences the work culture and teacher motivation.
Furthermore, research by Leithwood et al.
highlighted the importance of transformational leadership that fosters collective spirit and empowers teachers as the main actors in educational change.
This result is also in line with research by Eyal and Roth .
which found that teacher professional autonomy increases when the principal creates an environment that emphasizes trust and participation.
At the local level, research by Mulyasa .
showed that principals who internalize the values of educational leadership are able to build sustainable teacher work motivation.
Teachers reported having strong intrinsic motivation, such as a desire to impart knowledge and improve educational quality for the surrounding community.
However, they also acknowledged that such motivation needs to be supported by a conducive work environment.
This finding aligns with Krismawati & Manuaba .
, who stated that the work environment influences teachersAo enthusiasm and performance, leading to improved outcomes.
Based on these findings, it can be concluded that, in terms of context, the principalAos leadership style has addressed most of the fundamental needs related to teacher motivation.
Nevertheless, systematic and structured reinforcement is necessary to ensure that motivational approaches are felt evenly across all teachers.
This aligns with Robbins & Judge .
, who argue that work motivation stems not only from within individuals but is also shaped by job design and the work environment created by leaders.
Therefore, the context evaluation indicates that the principal has a sound understanding of teacher motivation needs and has aligned them with the schoolAos vision.
The contextual criteria of achievement have been met through the implementation of vision and mission in policies, although further development of programs and systematic strategies is required to sustainably reach all teachers 2 Input Evaluation Input evaluation in the CIPP model aims to assess the feasibility of strategies, resources, and procedures used in program implementation (Stufflebeam & Zhang, 2.
In this study, the principal demonstrated a collaborative and participatory leadership style by fostering a psychologically supportive work environment.
Strategies such as the teacher learning community (Kombe.
and informal classroom observations reflect a humanistic leadership approach that encourages innovation (Yusuf, 2.
The principal also exhibited strong managerial and interpersonal competencies, particularly in building trust and facilitating professional development opportunities.
Support for teachers' participation in online training and subject-based teacher groups (MGMP) represents an empowerment strategy that aligns with existing resource constraints.
As Mulyasa .
noted, principals play a critical role in teacher development, and Harris and Jones in Asrul et al.
emphasized that granting autonomy fosters responsibility and teacher motivation.
Teachers acknowledged the value of online training in adapting to curriculum changes and technological advancements.
This aligns with Suryadi et al.
, who highlighted the necessity of continuous professional development for educators.
In terms of infrastructure, several subjectsAisuch as Mathematics.
Science.
ICT, and Physical Education are adequately supported, although general facilities remain limited.
These constraints have driven teachers to seek creative solutions, consistent with the decentralization policy that encourages local initiative in school development (Arum, 2.
Resources are provided by the schoolAos foundation and parent committee, yet the limited number of teaching staff hinders equal access to training.
This gap impacts teachersAo ability to optimize their professional growth, which should be supported through structured development programs (Vienty.
Desi Nalurita Sari.
Wahyudi.
Sophia Tri Satyawati / Evaluatioan of School PrincipalAos Leadership Style Implementation in Improving TeachersAo Teaching Motivation Using the CIPP Model EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 719-732 728 of 732 Ajepri, & Rusmiyati, 2.
Overall, the principal's strategies are considered responsive and adaptive, although a more structured system for managing resources such as tiered training mechanisms and efficient time allocationAiis needed.
This corresponds with Bass & RiggioAos .
view that transformational leaders must empower teachers in ways that align with contextual and resource 3 Process Evaluation The process evaluation within the CIPP model emphasizes how a program is implemented and how effectively it supports intended outcomes (Stufflebeam & Zhang, 2.
At SMP Pangudi Luhur, the principal adopts a participatory leadership style, actively involving teachers in meetings and decision-making, particularly in the planning and execution of programs like in-house training and This inclusive approach fosters a shared sense of responsibility, aligning with Thahir .
, who highlights that participatory decisions increase engagement and accountability among The principalAos involvement in classroom activities is reflected through informal observations, rather than rigid supervision, demonstrating attentiveness and support for teaching practices.
This supports Ulum.
Sarwoko, and Yuniarianto .
, who found that principals who show care and motivation can significantly boost teacher performance.
Teachers also report receiving constructive feedback and being granted flexibility to explore diverse instructional methods, provided core principles and quality are upheld.
This reflects a transformational-participatory leadership style that fosters teacher initiative and collaboration (Northouse, 2.
A key initiative supporting teacher motivation is the Kombel .
earning communit.
Initially held weekly but later reduced to monthly due to time constraints.
Kombel remains an effective space for sharing best practices, discussing teaching strategies, and building a reflective culture.
Research by Purwitasari & Andriani .
and Hidayah.
Tejawati, & Nurkolis .
confirms that Kombel enhances pedagogical, personal, and professional competencies through collaboration and open dialogue.
However, several obstacles persist.
Limited teaching staff results in teachers handling multiple subjects, reducing the opportunity for innovation in lesson planning.
Fadilah and Yasin .
observed similar outcomes, noting that such workload stretching diminishes instructional quality.
Teachers also face administrative burdens and scheduling conflicts with professional training, making consistent participation difficult.
In conclusion, the principalAos leadership fosters a collaborative and reflective school climate, positively influencing teacher motivation despite constraints.
This approach embodies adaptive leadership, consistent with the CIPP model's emphasis on monitoring implementation and addressing areas needing improvement (Stufflebeam & Zhang, 2.
4 Product Evaluation Most teachers reported an increase in their teaching motivation as a result of the current leadership approach practiced by the principal.
Despite challenges such as time constraints, age, technological difficulties, and teaching multiple subjects, their creativity in teaching continues to grow due to the trust and autonomy granted by the principal.
Support in the form of constructive supervision and opportunities for training has also contributed to strengthening their teaching spirit.
The principalAos visionary and communicative leadership is perceived as a new source of motivation to keep up with current developments.
This aligns with the findings of Suhardiman .
Desi Nalurita Sari.
Wahyudi.
Sophia Tri Satyawati / Evaluatioan of School PrincipalAos Leadership Style Implementation in Improving TeachersAo Teaching Motivation Using the CIPP Model EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 719-732 729 of 732 and Fariha .
, who found that sustainable visionary leadership significantly enhances teacher motivation and performance.
Beyond motivation, the outcome evaluation revealed positive changes in teacher attitudes and work habits, particularly through reflective practices previously facilitated by the Kombel program.
Although the frequency of this activity has declined, the reflective mindset remains embedded in teachersAo instructional planning.
This is supported by Indrayanti .
, who emphasizes that regular and ongoing reflection is essential for fostering innovation and effective learning strategies.
Teachers have also become more open to new approaches, including technology integration, participation in online training, and collaboration with peers, indicating a shift toward a more dynamic and adaptive school work culture.
While product outcomes have yet to reach optimal levels in all areas, the principalAos leadership has brought meaningful changes in teacher motivation.
This supports transformational leadership theory, which holds that effective leaders drive psychological and behavioral change in their followers (Bass & Riggio, 2.
In conclusion, the evaluation of outcomes shows that the principalAos communicative, visionary, and adaptive leadership style positively influences teacher motivation, as reflected in increased teaching enthusiasm, reflective habits, willingness to engage in training, and greater self-confidence.
CONCLUSION
This study aimed to evaluate the principalAos leadership style in enhancing teacher motivation at SMP Pangudi Luhur Tuntang using the CIPP evaluation model.
The findings reveal that the principalAos leadership is characterized by visionary, communicative, and participatory approaches that align well with the schoolAos vision and mission centered on perseverance and compassion.
This leadership style effectively addresses teacher motivation needs by fostering a collaborative, supportive work environment that encourages continuous professional development and adaptation to technological The contextual evaluation showed that the principal understands the diverse needs of teachers and integrates the schoolAos values into daily practices, although further systematic reinforcement is necessary for broader impact.
The input evaluation demonstrated that adequate resources, training opportunities, and managerial competence support teacher motivation, albeit constrained by limited teaching staff.
The process evaluation highlighted active principal involvement, participatory decisionmaking, and informal supervision methods that contribute to a positive work climate, despite challenges related to workload and program continuity.
Finally, the product evaluation indicated significant positive changes in teacher motivation, reflective habits, and openness to innovation, though further efforts are needed to achieve optimal and consistent outcomes.
Overall, the principalAos leadership plays a crucial role in enhancing teacher motivation by combining strategic vision with practical, adaptive leadership practices.
To sustain and improve these results, it is recommended to develop more structured and systematic programs, optimize resource allocation, and maintain continuous engagement through professional learning communities.
Future research may explore the relationship between specific leadership styles .
transformational, democrati.
and other dimensions such as teacher performance, job satisfaction, and Employing mixed methods and involving a broader sample could also enrich understanding and generalizability of findings.
Desi Nalurita Sari.
Wahyudi.
Sophia Tri Satyawati / Evaluatioan of School PrincipalAos Leadership Style Implementation in Improving TeachersAo Teaching Motivation Using the CIPP Model EDUKASIA: Jurnal Pendidikan dan Pembelajaran.
Vol.
6, 2 (December 2.
: 719-732 730 of 732 Acknowledgments: The authors wish to thank SMP Pangudi Luhur Tuntang for their cooperation and support during the research process.
Special appreciation is extended to the principal and teachers who participated in this Conflicts of Interest: The authors declare no conflict of interest.
REFERENCES