8 .
Journal of Curriculum Indonesia http://hipkinjateng.
org/jurnal/index.
php/jci EFFECTIVENESS OF IMPLEMENTING TEACHER LEADERSHIP
STYLES IN DEVELOPING STUDENT LEARNING MOTIVATION
IN GROBOGAN DISTRICT
Dhimyati.
Husnita Rahmani.
Vita Ari Wijaya.
Nurkolis.
Keywords Abstract
____________________
________________________________________________________________
Teacher Leadership Style.
Learning Motivation.
Effectiveness.
Students.
Grobogan Regency.
This study aims to determine the effectiveness of teacher leadership style implementation in fostering student learning motivation in Grobogan Regency.
The background of this study is based on the importance of the role of teachers not only as instructors, but also as leaders in the learning environment.
The appropriate teacher leadership style is believed to be able to create a conducive learning climate, stimulate learning enthusiasm, and encourage students to achieve optimal performance.
The research method used is quantitative with a survey approach.
The research sample consisted of 120 elementary school students in Grobogan Regency selected by purposive sampling.
The data collection instrument was a questionnaire that measured students' perceptions of teacher leadership style and their level of learning The data obtained were analyzed using simple linear regression The results showed that teacher leadership style had a significant effect on student learning motivation with a contribution of 58%.
Democratic leadership style proved to be more effective in increasing learning motivation compared to transactional or authoritarian leadership styles.
This finding demonstrates the importance of developing teacher leadership competencies in order to create a motivating learning environment.
The implication of this study is the need for leadership training for teachers to improve the quality of learning in elementary schools, especially in Grobogan Regency.
e-ISSN 2549-0338 Journal of Curriculum Indonesia 8 .
INTRODUCTION Education is the primary means of optimally developing students' potential, encompassing knowledge, attitudes, and skills.
An effective educational process is not only determined by the curriculum and infrastructure, but also greatly influenced by the teacher's role as a learning leader.
Creating an effective learning environment, inspiring and guiding students to achieve their potential, and supporting the professional development of other teachers is the goal of the teacher-as-learner leadership style.
Teachers are not merely transmitters of learning materials, but also act as motivators, facilitators, and guides, capable of creating a pleasant learning environment and motivating students to learn actively.
Teachers have a special ability in organizing learning to be able to lead learning and achieve goals in certain situations and situations that have been determined.
As a main aspect, leadership is no longer singular but is carried out together and there is always improvement.
(Nugraha et al.
, 2.
In teaching and learning activities, a teacher's leadership style is a crucial factor that can influence student motivation.
Democratic, transactional, and authoritarian leadership styles have varying effects on student enthusiasm and interest in participating in the learning process.
Teachers who employ a democratic leadership style tend to be able to foster students' intrinsic motivation through inspiration, attention, and individual coaching.
Conversely, teachers with a transactional leadership style place more emphasis on a system of rewards and punishments as an effort to control student learning behavior.
Meanwhile, an authoritarian leadership style is more strictly directive and allows less room for student initiative.
Student learning motivation is a psychological factor that plays a major role in determining the success of the learning process.
Students with high learning motivation will demonstrate perseverance, tenacity, and enthusiasm in facing various learning challenges.
Conversely, low learning motivation can lead to reduced participation, rapid boredom, and decreased academic achievement.
In Grobogan Regency, low student motivation remains a problem at various levels of education.
This can be caused by various factors, one of which is the suboptimal leadership style of teachers in managing classes and building positive relationships with students.
Therefore, this research is important to determine the effectiveness of teacher leadership styles in fostering student motivation in Grobogan Regency.
According to the research results, there is a significant relationship between teacher leadership style and student learning motivation, where the better a teacher's professionalism, the better the quality of the teaching and learning process.
(Mulyana & Kuningan, 2.
This research is expected to contribute to efforts to improve the quality of education in Grobogan Regency, particularly in developing teacher leadership competencies in schools.
In addition, the findings of this study can also be used as a consideration for schools and policymakers in designing teacher training programs oriented towards strengthening learning leadership.
METHODS
This research uses the methodmixed methods, which is a combination of quantitative and qualitative This approach combines quantitative and qualitative methods sequentially to obtain a comprehensive picture of the effectiveness of teacher leadership style implementation in fostering student learning motivation in Grobogan Regency.
The quantitative approach is used to measure the influence of teacher leadership style on student learning motivation numerically through the distribution of questionnaires, while the qualitative approach is used to deepen understanding of how teachers apply leadership style in learning activities through interviews and observations.
Location and Time of Research The research was conducted at several elementary schools in Grobogan Regency.
Central Java, and lasted for three months.
The subjects in this study were educators who had received training and education for leading teachers, active non-leading teachers, and students in Grobogan Regency.
The research subjects were teacher leadership styles .
ransformational, transactional, and authoritaria.
and student learning motivation.
Journal of Curriculum Indonesia 8 .
Population and Sample The population in this study was all students in grades IV-VI and teachers who teach at elementary schools in Grobogan Regency.
Quantitative approach: Samples were taken using the techniquepurposive sampling, namely 120 students from 6 different schools who met the criteria: .
active students, .
have studied for at least one year with a particular teacher.
Qualitative approach: Informants were selected using purposive sampling, including 6 teachers who actively apply learning leadership in the classroom, 12 students with high and low levels of learning motivation from the same school, and school leaders .
rincipals or vice-principal.
to be interviewed and observed in order to dig deeper data related to the application of teacher leadership styles in the classroom.
Research Variables and Focus Variables in quantitative research consist of:
n Independent variable (X): Teacher Leadership Style n Dependent variable (Y): Student Learning Motivation The focus of qualitative research is directed at:
n Forms of application of teacher leadership style in learning n Teacher strategies in growing student learning motivation n Students' perceptions of teacher leadership styles n Supporting and inhibiting factors for learning motivation Data Collection Techniques Quantitative Data:
Collected through a closed-ended questionnaire distributed to students.
The questionnaire contained a rating scale for students' perceptions of their teachers' leadership styles and their level of learning Qualitative Data:
In-depth semi-structured interviews with teachers, selected students, and school leaders, direct observations during classroom learning to see how teachers' leadership styles are implemented, and documentation studies in the form of learning tools and evaluation notes.
The technique used is one-on-one interviews, which according to Creswell .
is when researchers ask questions to participants one by one and this will provide a more comfortable space for participants to provide their views.
Research Instruments Quantitative Instruments: A questionnaire that has been tested for validity and reliability.
The Likert scale is used to measure the variables of teacher leadership style and student learning motivation.
Qualitative Instruments: A semi-structured interview guide and observation sheet designed to explore the implementation of teacher leadership styles in the classroom.
Data Analysis Techniques Quantitative Data Analyzed using descriptive statistics .
ean, median, mode, standard deviatio.
and inferential statistics in the form of a simple linear regression test to determine the effect of teacher leadership style on student learning motivation.
Data processing was carried out using SPSS version 25 software.
The regression model used is:
Y = a bX e Qualitative Data This research uses a descriptive qualitative approach.
Descriptive research is research intended to investigate a condition, situation, or other event, and then present the results in a research report.
The results of this study aim to provide an objective picture of the actual state of the object being investigated (Arikunto.
The analysis used thematic analysis techniques, namely data reduction, presentation of data in narrative form, and drawing conclusions based on patterns found from interviews and observations.
Journal of Curriculum Indonesia 8 .
Data Triangulation To increase the validity of the data, source triangulation .
etween student and teacher dat.
and technical triangulation .
etween questionnaires, interviews and observation.
were carried out.
Integration of Quantitative and Qualitative Data Data integration was performed during the discussion stage by linking the quantitative analysis results with the qualitative findings.
Qualitative data was used to clarify, strengthen, and provide context for the quantitative results, resulting in comprehensive conclusions.
RESULTS AND DISCUSSION
Quantitative Results The results of quantitative data analysis indicate that teacher leadership styles in Grobogan Regency consist of three dominant types: democratic, transactional, and authoritarian.
Based on questionnaire data from 120 student respondents, the average scores for each leadership style were as follows:
n Democratic Style: Mean = 4.
igh categor.
n Transactional Style: Mean = 3.
edium categor.
n Authoritarian Style: Mean = 2.
ow categor.
Meanwhile, the level of student learning motivation shows an average value of 4,05 .
igh categor.
The simple linear regression test produced a significance value ofp = 0,000 < 0,05, which means there is a significant influence between teacher leadership style and student learning motivation.
The coefficient of determination (RA) is 0,58 shows that the teacher's leadership style contributes significantly to 58% on variations in student learning motivation, while the rest is influenced by other factors outside the research variables, such as family environment, learning facilities, and individual student characteristics.
These results indicate that a democratic leadership style has the greatest influence in fostering student learning motivation compared to transactional and authoritarian styles.
Qualitative Results Qualitative data was obtained from interviews with six teachers, twelve students, and school principals, as well as classroom observations.
The interviews revealed that most teachers in Grobogan employ a combination of democratic and transactional styles in their learning.
Teachers stated that providing inspiration, role models, and emotional support to students can increase their enthusiasm for learning.
One of the teachers said:
"We strive to instill confidence in students to ask questions and express their opinions in class.
This way, students become more active and motivated to learn.
Observations have shown that teachers who use a democratic style tend to create a communicative, open, and enjoyable classroom atmosphere.
Students in these classes appear more enthusiastic, actively engage in discussions, and participate in learning activities.
On the other hand, in classes where teachers tend to apply an authoritarian style, students appear more passive, less willing to ask questions, and tend to just follow instructions without initiative.
DISCUSSION
The results of this study indicate that teacher leadership style has a significant influence on student learning motivation, both quantitatively and qualitatively.
This finding aligns with democratic leadership theory, which states that teachers who are able to inspire, provide intrinsic motivation, and pay attention to students' individual needs can increase their enthusiasm for learning more effectively.
When teachers provide space for dialogue, respect students' opinions, and provide consistent motivation, students tend to have a stronger drive to learn.
Widodo .
and Amiruddin & Salamah .
stated that teacher leadership significantly influences learning motivation.
This reinforces the view that teachers play not only a role as Journal of Curriculum Indonesia 8 .
material transmitters but also as instructional leaders who have a significant influence on students' attitudes and learning behaviors.
Transactional styles also have an impact, but are more limited to specific situations, such as enforcing rules or giving rewards.
Authoritarian styles, on the other hand, tend to be less effective and can even potentially reduce student motivation due to the less enjoyable learning environment and the suppression of These results align with learning motivation theory, which states that student motivation will increase if psychological needs, such as feeling valued, accepted, and supported, are met through positive interactions with teachers.
Furthermore, these findings support previous research that suggests effective teacher leadership can increase student motivation and learning participation.
Qualitative data corroborates quantitative findings, indicating that students feel more motivated in classes where teachers are open, communicative, and supportive of active learning.
Teachers who are able to lead a class effectively not only manage the learning process but also model attitudes and behavior, thereby creating a positive learning climate.
Overall, this study shows that the application of a democratic leadership style is the most effective approach in building a conducive learning environment and fostering student learning motivation in Grobogan Regency.
Finally, the implication of these findings is that teachers' exemplary behavior in daily life is the need for teacher training or professional development in the area of instructional leadership, so that it focuses not only on delivering material but also on creating an inspiring and motivating learning climate.
These findings indicate the importance of democratic-based teacher leadership training and development to improve the quality of learning in schools.
CONCLUSION
Based on the research results, it can be concluded that teacher leadership style has a significant influence on student learning motivation in Grobogan Regency.
A democratic leadership style has proven to be more effective in fostering student learning motivation than transactional or authoritarian styles.
Teachers who implement a democratic style are able to create a conducive and inspiring learning environment and encourage students to be active and independent in the learning process.
Quantitatively, teacher leadership style contributes 58% to student learning motivation.
Qualitatively, teachers' implementation of transformational leadership has implications for increased student engagement, question-taking, and interest in learning in the classroom.
SUGGESTION
For teachers, is expected to be able to continue to develop a democratic leadership style in order to create a learning atmosphere that motivates and supports the overall development of students.
For the principal,It is recommended to provide training on instructional leadership so that all teachers can apply effective leadership styles in the classroom.
For the Department of Education,The results of this study can be used as consideration in developing programs to improve teacher professionalism, especially in the aspects of leadership and learning motivation.
For further researchers,It is recommended to expand the scope of the research area and examine other variables such as teacher personality characteristics, school culture, or student learning styles that may influence learning motivation.
Journal of Curriculum Indonesia 8 .
ACKNOWLEDGEMENT The author expresses his gratitude to the presence of God Almighty for all His grace and gifts so that the research entitled"The Effectiveness of Applying Teacher Leadership Styles in Cultivating Student Learning Motivation in Grobogan Regency"This can be resolved well.
The author also expresses his deepest gratitude to:
Head of the Grobogan Regency Education Office, who has provided permission and support in carrying out this research.
Principals and Teachersin the elementary school environment in Grobogan Regency who have taken the time and provided very valuable information and data.
Students who were respondents, for their willingness to fill out the questionnaire and participate in the interview so that the research data can be collected properly.
Supervisor and Review Team, for their direction, criticism and constructive input during the process of compiling this journal.
All parties who cannot be mentioned one by one, who have helped directly or indirectly in completing this research.
It is hoped that the results of this research can provide a positive contribution to the development of science, especially in the field of educational leadership and increasing student learning motivation.
REFERENCES