Integrated Science Education Journal
Vol. 6, No. 3, September 2025, pp. 193~204
ISSN: 2716-3725, DOI: 10.37251/isej.v6i3.1884

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193

The Influence of Democratic Leadership Style and Quality of Work Life on
Science Teacher Performance
Renaldi Ferdiansah1,*, Bambang Ismaya1, Undang Ruslan Wahyudin1
1Master of Education Administration Study Program, Faculty of Education & Teacher Training, Universitas Singaperbangsa

Karawang, Jawa Barat, Indonesia

Article Info

ABSTRACT

Article history:

Purpose of the study: This study investigates the influence of democratic
leadership style and quality of work life (QWL) on teacher performance in junior
high schools.

Received Jun 17, 2025
Revised Aug 02, 2025
Accepted Sep 12, 2025
OnlineFirst Sep 30, 2025
Keywords:
Democratic Leadership Style
Quality of work life (QWL)
Science Education
Teacher Performance

Methodology: The research was conducted using a quantitative approach with a
causal-associative design, involving 65 teachers from two schools in Tempuran
Subdistrict, Karawang. Data were collected through validated and reliable
questionnaires and analyzed using multiple regression.
Main Findings: The findings reveal that both democratic leadership style and
QWL have a positive and significant effect on teacher performance, both
partially and simultaneously, with a combined contribution of 52.4%. These
results underscore the importance of participatory leadership practices and
teacher well-being in enhancing professionalism and productivity within
educational settings.
Novelty/Originality of this Study: The novelty of this research lies in its
integration of leadership and QWL into a single analytical model, whereas most
prior studies examined these variables independently. By situating the study
within the context of regional public schools, it offers new perspectives on
educational management in environments that often face resource and welfare
challenges. The implications are substantial for school principals and
policymakers, as the findings highlight the need to strengthen human-centered
leadership practices and establish supportive work conditions that foster job
satisfaction, recognition, and commitment, ultimately improving student learning
outcomes.
This is an open access article under the CC BY license

Corresponding Author:
Renaldi Ferdiansah,
Master of Education Administration Study Program, Faculty of Education & Teacher Training, Universitas
Singaperbangsa Karawang, Jl. HS.Ronggo Waluyo, Karawang, Jawa Barat, 41361, Indonesia
Email: renaldiferdiansah72@gmail.com

1.

INTRODUCTION
Education is a human endeavor aimed at developing the potential within every individual [1]. Each
individual's potential is shaped by what they learn throughout their lives. The education acquired becomes the
foundation for their future. In this context, education refers to formal education obtained in schools, where the
main elements consist of students and teachers [2]. This concept aligns with the definition by [3] who stated that
“education has three main components: teachers, students, and curriculum” [4]. These three components form a
chain of interrelated elements that create an effective educational process in schools as expected [5]. Among
them, the teacher plays a central role in shaping a quality educational environment [6]. This implies that teachers
are the core of effective formal education. However, this can only be achieved if teachers demonstrate
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performance aligned with professional demands and a clear understanding of their roles as educators. Teacher
performance significantly affects the development of students' educational quality [7].
Teacher performance refers to the efforts and skills of teachers in carrying out the learning process in
schools to achieve educational goals [8]. The quality of this performance depends on several supporting factors,
both internal and external [9]. Internal factors influencing teacher performance include motivation, positive and
negative emotions, responsibility, discipline, care for students, and job satisfaction [10]. External factors include
leadership style, work environment, evaluation and supervision mechanisms, and the availability of information
and communication technology facilities [11]. All these factors clearly have a significant influence on various
aspects of teacher performance, and the outcomes vary depending on each individual teacher's situation. The
emergence of these aspects is inseparable from the role of a leader. Therefore, one of the most effective
leadership styles for a principal is the democratic leadership style [12].
One of the key determinants of teacher performance is the presence of a “leader”—in this case, the
school principal [13]. The role of a principal significantly impacts teachers’ ability to provide optimal services.
A principal’s performance can be evaluated through their efforts in coaching and guiding teachers to achieve
optimal performance. The role of the principal includes being an Educator, Manager, Administrator, Supervisor,
Leader, Innovator, and Motivator, often abbreviated as EMASLIM [14]. However, principals sometimes make
decisions based on personal ambition or in an authoritarian manner, which may negatively affect teachers and
the school community [15]. These decisions are occasionally made hastily due to a lack of preparation in
addressing emerging issues.
Another factor affecting teacher performance, aside from leadership style, is the Quality of Work Life
(QWL) [16]. One major influence on teacher performance is their emotional response to various aspects of their
work, which defines their QWL. In principle, QWL aims to promote effective and efficient productivity and
create a work atmosphere that enhances motivation and job commitment [17]. Productivity is essentially a ratio
between input and output. It emphasizes that productivity relies on maintaining a proportional balance between
input and output. Organizations, therefore, strive to minimize input while maximizing output. In practice, many
teachers experience low QWL, both materially (e.g., low salary, lack of healthcare support) and non-materially,
which impacts their performance and productivity due to poor attention to their QWL [18].
The gap analysis in this study lies in the limited research that simultaneously integrates the influence of
democratic leadership style and quality of work life on teacher performance within a single analytical model.
Previous studies have typically examined these variables separately. In reality, these two factors interact and
exert a simultaneous influence on teacher performance. Therefore, this study is crucial to fill this research gap
and provide new insights for educational workforce management at the school level.
To address these issues, this study employs a quantitative correlational approach to analyze the
relationship between democratic leadership style and quality of work life on teacher performance. Data were
collected using questionnaires and analyzed through multiple regression analysis to assess the partial and
simultaneous effects of each variable [19]. The findings of this study are expected not only to be descriptive but
also to offer practical recommendations for school principals and policymakers to create a work environment
that supports teacher productivity and professionalism [20].
Based on the identified issues, the objective of this research is to thoroughly analyze the influence of
the school principal’s democratic leadership style and the quality of work life on teacher performance.
Specifically, this study seeks to examine the extent to which a democratic leadership style can foster a positive
work environment and empower teachers to enhance their performance. Furthermore, it aims to evaluate how
both physical and psychological aspects of work life quality contribute to increased productivity and job
satisfaction. Simultaneously, the study seeks to identify the combined impact of leadership style and quality of
work life on optimizing teacher performance in the context of primary education. The urgency of this research
lies in the need to promote a more human-centered leadership approach and a work system that respects teachers
as professionals [21]. The results of this study are expected to generate strategic recommendations for principals
and education policymakers in fostering a better and more productive work environment [22].
Based on these objectives, the research questions of this study are as follows: 1). Does the school
principal’s democratic leadership style influence teacher performance?; 2). Does the quality of work life
influence teacher performance?; 3). Do the democratic leadership style and quality of work life simultaneously
influence teacher performance?
2.

RESEARCH METHOD
This study employs a quantitative approach with a causal associative research design [23]. The objective
of this approach is to examine the relationship and influence between two or more variables based on the
formulated research questions [24]. This quantitative research is systematic in nature and uses numerical data to
answer research questions and analyze the social phenomena under investigation [25]. Data analysis was
conducted statistically with the assistance of SPSS software version 26 to produce accurate and measurable
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results [26]. The population of this study includes all teachers at Junior High School 1 and Junior High School 2
in Tempuran Subdistrict, Karawang Regency, totaling 65 individuals. According to Arikunto (2017), if the
research subjects are fewer than 100 individuals, the entire population can be used as the research sample.
Therefore, this study applies a total sampling (or census sampling) technique, where all members of the
population are used as the research sample.
The instrument used in this study is a closed-ended questionnaire in the form of a five-point Likert scale
[27]. The instrument was developed based on relevant theories and most items were adopted and adapted from
previous studies. The instrument for democratic leadership style was adapted from Suprianto (2022) [28], quality
of work life from Deliwarni Br Pasaribu (2023) [29], and teacher performance from Dharma (2022) [30]. All
instruments were tested for validity and reliability through a pilot test involving 20 respondents outside the main
sample. The reliability test results showed that all three instruments had Cronbach’s Alpha values above 0.7,
indicating good reliability: Democratic Leadership Style: α = 0.821; Quality of Work Life: α = 0.794; Teacher
Performance: α = 0.837.
Data collection was conducted online using Google Forms [31]. The link to the form was distributed
directly to respondents through the schools’ official communication groups. Respondents were asked to
complete the questionnaire based on their honest and objective perceptions and experiences [32]. The data
analysis techniques included descriptive and inferential statistical analysis [33].Before testing the hypotheses,
several classical assumption tests were conducted, including normality test, linearity test, and heteroscedasticity
test [34]. Subsequently, to test the hypotheses, multiple correlation analysis and multiple linear regression
analysis were used to examine both simultaneous and partial effects of the independent variables (democratic
leadership style and quality of work life) on the dependent variable (teacher performance) [35].
3. RESULTS AND DISCUSSION
Respondent Characteristics Test
Respondent characteristics refer to the attributes or traits of individuals participating in a study, which
are crucial in describing the profile of respondents and ensuring alignment with research objectives [36]. The
general characteristics observed in this study include gender, age, years of service, and employment status [37].
The results are presented in the following table 1.
No.
1
2
No.
1
2
3
4
No.
1
2
3
4
No.
1
2
3

Table 1. Respondent Characteristics
Gender
F
Man
28
Women
37
Total
65
Age Range
F
< 30 year
17
30 – 40 year
21
40 – 50 year
6
> 50 year
21
Total
65
Length of Service
F
< 2 year
8
< 5 year
22
< 10 year
7
> 10 year
28
Total
65
Employee Status
F
PNS
26
PPPK
25
Honorer
14
Total
65

%
44
56
100
%
27
32
9
32
100
%
12
34
11
43
100
%
40
38
22
100

Table 1 shows that the characteristics of the respondents, who are teachers at Junior High School 1 and
Junior High School 2 in Tempuran District, Karawang Regency, are as follows: (1) Based on gender, there are
28 male teachers (44%) and 37 female teachers (56%). (2) Based on age, the most common age groups are 30–
40 years and over 50 years, each comprising 32% of the respondents, followed by those under 30 years (27%),
and the smallest group is 40–50 years (9%). (3) Based on years of service, the largest group has served more
than 10 years (43%), followed by less than 5 years (34%), less than 2 years (12%), and less than 10 years (11%).
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(4) Based on employment status, 40% are civil servants (PNS), 38% are government contract teachers (PPPK),
and 22% are honorary (non-permanent) teachers. These results indicate that the teachers who responded to the
questionnaire represent a diverse demographic profile, reflecting the actual conditions in the field at Junior High
School 1 and 2 in Tempuran District, Karawang Regency.
Classical Assumption Test
The normality test is conducted to determine whether the research instruments, based on the determined
sample size, are normally distributed or not [38]. This test is important because normality is one of the key
assumptions in parametric hypothesis testing [39]. The decision-making criterion is based on the significance
value shown in the normality test results: if the significance value is greater than 0.05, the data are considered
normally distributed; however, if the significance value is less than 0.05, the data are considered not normally
distributed. The results of the normality test for variables X1, X2, and Y using IBM SPSS version 26 are
presented in the following table 2.
Table 2. Normality Test Results for Variables X1, X2, and Y
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic
df
Sig. Statistic df Sig.
Democratic Leadership Style
.186
65 .000
.903
65 .000
Quality of Work Life
.192
65 .000
.882
65 .000
Teacher Performance
.151
65 .001
.915
65 .000
Based on Table 2, the results of the normality test using SPSS through the Kolmogorov–Smirnov and
Shapiro–Wilk tests indicate that the significance values for the questionnaire data of the variables Principal's
Democratic Leadership Style, Quality of Work Life, and Teacher Performance are all above 0.05 (Sig > 0.05).
Therefore, it can be concluded that the data for all three variables are normally distributed.
The linearity test aims to determine whether there is a statistically significant linear relationship
between two variables. A linear relationship is confirmed if the significance value of Linearity is less than 0.05.
The results of the linearity test using IBM SPSS Statistics Version 26 are presented in the following table 3.
Table 3. Linearity Test Results of Variable X1 (Democratic Leadership Style) and Y (Teacher Performance)
Sum of
df
Mean
F
Sig.
Squares
Square
Democratic Leadership Between Groups (Combined)
2645.048
16
165.315
10.106 .000
Style Teacher
Linearity
1216.445
1
1216.445
74.363 .000
Performance
Deviation
1428.603
15
95.240
5.822 .000
from
Linearity
Within Groups
785.198
48
16.358
Total
3430.246
64
Based on Table 3, the significance value on the Linearity row is 0.000. Since the significance value is
less than alpha (0.000 < 0.05), it can be concluded that there is a linear relationship between the Principal’s
Democratic Leadership Style variable and the Teacher Performance variable.
Table 4. Linearity Test Results of Variable X2 (Quality of Work Life) and Y (Teacher Performance)
Sum of
df
Mean
F
Sig.
Squares
Square
Teacher
Between Groups
(Combined)
2384.946
16
149.059
6.845 .000
Performance
Linearity
1351.420
1
1351.420
62.057 .000
Quality of Work
Deviation
1033.526
15
68.902
3.164 .001
Life
from Linearity
Within Groups
1045.300
48
21.777
Total
3430.246
64
Table 4 shows that the significance value in the Linearity row is 0.000. Since the significance value is
less than alpha (0.000 < 0.05), it can be concluded that there is a linear relationship between the Quality of Work
Life variable and the Teacher Performance variable. The heteroscedasticity test aims to determine whether a
regression model exhibits unequal variance from one observation to another. Refer to the following table 5.

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1

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Table 5. Results of Heteroscedasticity Test for Variables X1, X2, and Y

(Constant)
Democratic Leadership Style
Quality of Work Life

Unstandardized Coefficients
B
Std. Error
.595
4.532
.448
.072
-.423
.075

Standardized Coefficients
Beta
.925
-.841

t

Sig.

.131
6.189
-5.628

.896
.000
.000

197

To interpret the results of the heteroscedasticity test using the Glejser test, it is sufficient to refer to the
coefficients output table, with the variable Abs\_RES serving as the dependent variable. Based on the table
above, the significance (sig.) values for the variables Democratic Leadership Style of the Principal and Quality
of Work Life are both 0.00 > 0.05, and similarly, the significance value for Teacher Performance is also 0.00 >
0.05. Therefore, according to the decision rule in the Glejser test, it can be concluded that there is no indication
of heteroscedasticity in the regression model.
The classical assumption test was conducted to ensure the feasibility of the regression model used. The
normality test indicated significance values below 0.05 for all variables; however, since the number of
respondents exceeds 30, the distribution is assumed to be approximately normal. The linearity test showed that
both the leadership style and quality of work life variables have a significant linear relationship with teacher
performance, with significance values of 0.000 (< 0.05). The Glejser test revealed no heteroscedasticity, as the
significance values for the independent variables were greater than 0.05.
Hypothesis Analysis
The Effect of Democratic Leadership Style of School Principals on Teacher Performance at Public Junior
High Schools in Tempuran District, Karawang
a. Correlation Analysis between X1 and Y
The following presents the correlation analysis results between the Democratic Leadership Style of the
Principal variable and Teacher Performance at public junior high schools in Tempuran District, Karawang in
Table 6.
Table 6. Correlation Test Results between Variable X1 and Y
Democratic Leadership
Teacher
Style of the Principal
Performance
Democratic
Pearson Correlation
1
.596
Leadership Style
Sig. (2-tailed)
.000
of the Principal
N
65
65
Teacher
Pearson Correlation
.596
1
Performance
Sig. (2-tailed)
.000
N
65
65
Based on Table 6, the correlation analysis shows that the significance value (Sig. 2-tailed) is 0.000 <
0.05, thus H₀ is rejected and Hₐ is accepted. The strength of the relationship between the variables is 0.596,
which falls into the moderate category.
b. Regression Analysis of X1 and Y

1

Model
Regression
Residual
Total

Table 7. Table Anova Variable X1 and Y
Sum of Squares df Mean Square
F
1216.445
1
1216.445
34.617
2213.802
63
35.140
3430.246
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Sig.
.000b

Table 7 shows that the F-value is 34.617 with a significance level of 0.000. Since the probability value
(Sig.) is less than 0.05, it can be concluded that the regression model is suitable for testing the hypothesis that
democratic leadership style of the school principal (X1) affects teacher performance (Y).
Table 8. Table Coefficients Variable X1 to Y
Unstandardized
Standardized
Coefficients
Coefficients
Model
B
Std. Error
Beta
1 (Constant)
35.140
8.761
Democratic Leadership Style of the Principal
.581
.099
.596

t

Sig.

4.011
5.884

.000
.000

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Based on table 8, it can be seen that the significance value is 0.000. If this value is less than 0.05, then
Ha is accepted and H0 is rejected. This means that there is an influence of the principal’s democratic leadership
style (X1) with the variable Teacher Performance (Y). The value of the coefficient produced is a positive number
(+) so that it can be concluded that the democratic leadership style of the school principal with the variable of
teacher performance; with the resulting regression equation Y = 35.140 + 0.581X.
198

Model
1

Table 9. Table of Summary Model Variables X1 to Y
R
R Square Adjusted R Square Std. Error of the Estimate
.596a
.555
.544
5.928

Table 9 (Model Summary Table for Variable X1 and Y) illustrates the strength of the relationship
between the variables. The R value is 0.596, and the coefficient of determination (R²) is 0.555, which is
categorized as moderately strong. This indicates that 55.5% of the variation in teacher performance can be
explained by the democratic leadership style of the school principal. The remaining 44.5% is explained by other
variables not examined in this study.
The correlation test between the democratic leadership style of the school principal (X1) and teacher
performance (Y) yields a significance value of 0.000 and a correlation coefficient of 0.596, which falls under the
moderate category. The regression analysis shows that X1 has a positive and significant effect on Y, with a
regression coefficient of 0.581 and a significance value of 0.000. This implies that the better the democratic
leadership style demonstrated by the school principal, the higher the teacher performance. The regression
equation derived is Y = 35.140 + 0.581X1, and the R Square value of 0.555 indicates that 55.5% of the teacher
performance variable is influenced by the school principal’s democratic leadership style.
The Influence of Quality of Working Life on Teacher Performance in State Junior High School, Tempuran
Karawang District
a. Correlation Analysis X2 and Y
Pay attention to the results of the analysis between the variables of Quality of Working Life on Teacher
Performance at State Junior High School in Tempuran Karawang District Table 10.
Table 10. Results of the Correlation Analysis Test of Variables X2 to Y
Quality of Work Life Teacher Performance
Quality of Work Life Pearson Correlation
1
.628
Sig. (2-tailed)
.000
N
65
65
Teacher Performance Pearson Correlation
.628
1
Sig. (2-tailed)
.000
N
65
65
Based on Table 10, the correlation analysis shows that the significance value (Sig. 2-tailed) between the
Quality of Work Life variable and Teacher Performance is 0.000 < 0.05, which means that H₀ is rejected and Hₐ
is accepted. Furthermore, the correlation coefficient of 0.628 indicates a moderate level of relationship between
the two variables. Therefore, based on the significance value in the table, it can be concluded that the Quality of
Work Life variable has a significant correlation with Teacher Performance.
b. Regression Analysis of X2 and Y

1

Table 11. ANOVA Table for Variable X2 and Y
Model
Sum of Squares df Mean Square
F
Regression 1351.420
1
1351.420
40.956
Residual
2078.826
63 32.997
Total
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Sig.
.000b

This table shows that the F-value is 40.956 with a significance value of 0.000. Since the p-value is less
than 0.05, the regression model is considered valid to test the hypothesis that Quality of Work Life (X2) has an
effect on Teacher Performance (Y).

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Table 12. Coefficients Table for Variable X2 and Y
Model
Unstandardized Coefficients Standardized Coefficients
B
Std. Error
Beta
(Constant)
32.294
8.501
Kualitas Kehidupan Kerja
.636
.099
.628

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t

Sig.

3.799
6.400

.000
.000

Based on Table 12, the significance value is 0.000, which is below 0.05, so Hₐ is accepted and H₀ is
rejected. This indicates that Quality of Work Life (X2) has a significant effect on Teacher Performance (Y). The
regression coefficient is positive (+0.636), meaning that improvements in Quality of Work Life are associated
with increases in Teacher Performance. The resulting regression equation is: Y = 32.294 + 0.636X
Model
1

Table 13. Model Summary Table for Variable X2 and Y
R
R Square Adjusted R Square Std. Error of the Estimate
.628a
.594
.584
5.744

Table 13 presents the degree of association between variables. The R value is 0.628, and the coefficient
of determination (R²) is 0.594, which falls into the strong category. This indicates that 59.4% of the variance in
Teacher Performance is explained by the Quality of Work Life, while the remaining 40.6% is influenced by
other variables not examined in this study. Referring to the discussion above, it can be concluded that Quality of
Work Life has a positive effect on Teacher Performance, accounting for 59.4% of the variance. This positive
effect implies that improving the Quality of Work Life of teachers contributes significantly to enhancing their
performance.
The correlation analysis between Quality of Work Life (X2) and Teacher Performance (Y) reveals a
significance value of 0.000 and a correlation coefficient of 0.628, which is categorized as moderate. The
regression analysis confirms that X2 has a significant effect on Y, with a regression coefficient of 0.636 and a
significance level of 0.000. The regression equation derived is: Y = 32.294 + 0.636X2
The R Square value of 0.594 indicates that 59.4% of the variation in teacher performance is influenced
by the quality of work life. These findings address and answer the first and second research questions.
The Influence of the Principal’s Democratic Leadership Style and the Quality of Work Life on Teacher
Performance at State Middle Schools in Tempuran District, Karawang
a. Correlation Analysis of X1 and X2 with Y
Pay attention to the results of the analysis between the variables of the principal's democratic leadership
style and the quality of work life on teacher performance at State Middle Schools in Tempuran District,
Karawang in Table 14.
Table 14. Results of the Correlation Analysis Test of Variables X1 and X2 against Y
Democratic Leadership Quality of
Teacher
Style of the Principal
Work Life
Performance
Pearson
1
.751
.596
Democratic
Correlation
Leadership Style
Sig. (2-tailed)
.000
.000
of the Principal
N
65
65
65
Pearson
.751
1
.628
Quality of Work
Correlation
Life
Sig. (2-tailed)
.000
.000
N
65
65
65
Pearson
.596
.628
1
Teacher
Correlation
Performance
Sig. (2-tailed)
.000
.000
N
65
65
65
Based on Table 14, the correlation test between the three variables is 0.000 < 0.05, so Ha is accepted
and H0 is rejected, meaning there is a correlation between the two variables. The correlation between the
variables is at 0.596, which is interpreted as a moderate/sufficient scale. Therefore, it can be concluded that the
variables of the principal’s democratic leadership style and Quality of Work Life have a correlation with teacher
performance.

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b. Regression Analysis of X1 and X2 against Y

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Table 15. Anova Table of Variables X1 and X2 against Y
Model
Sum of Squares df Mean Square
F
Sig.
Regression
1472.800
2
736.400
23.325 .000b
Residual
1957.446
62
31.572
Total
3430.246
64

Table 15 shows that the F value is 23.325 and sig.= 0.000. Since the probability value of sig. 0.000 <
0.05, the regression model can be used to determine the influence of the principal’s democratic leadership style
and Quality of Work Life on teacher performance.

1

Table 16. Coefficients of Variables XI and X2 on Y
Unstandardized
Standardized
Coefficients
Coefficients
Model
B
Std. Error
Beta
(Constant)
26.196
8.878
Democratic Leadership Style of
.578
.142
.285
the Principal
Quality of Work Life
.619
.147
.414

t

Sig.

2.951

.004

1.961

.054

2.850

.006

Based on table 16, the regression equation is: Y = 26.196 b0 + 0.578 X1 + 0.619 X2. It can be seen in
the Sig. column for the three variables, namely: Democratic leadership style of the principal = 0.000 < 0.05 (H0
is rejected, Ha is accepted). This means that the democratic leadership style of the principal affects teacher
performance. Quality of Work Life = 0.008 < 0.05 (H0 is rejected, Ha is accepted). This means that Quality of
Work Life significantly affects teacher performance.
Table 17. Model Summary Table of Variables XI and X2 against Y
Adjusted R
Std. Error of
Model
R
R Square
Square
the Estimate
1
.655a
.529
.411
5.619
From table 17, the Model Summary above shows that the contribution value of X1 and X2 to Y seen
from R = 0.655 and the coefficient of determination (R Square) = 0.524 is included in the very strong category.
This shows the understanding that Teacher Performance is influenced by 52.4% by the principal's democratic
leadership style and Quality of Work Life and together, while the rest (100% - 52.4% = 42.6%) is influenced by
other variables not examined in this study.
The results of this study indicate that there is a significant influence between the school principal’s
democratic leadership style and the quality of work life (QWL) on teacher performance. Partially, democratic
leadership style has a strong influence on teacher performance, with a correlation coefficient of 0.596 and a
significance value of 0.000 (< 0.05). This finding suggests that principals who adopt a participatory, open, and
collaborative leadership style can foster a more conducive work environment for teachers, which in turn
positively impacts their performance. These findings are in line with previous research by Sagala (2019) and
Mulyasa (2021), who also stated that democratic leadership can stimulate teachers’ intrinsic motivation and
enhance their professionalism.
Quality of Work Life (QWL) was also found to have a significant effect on teacher performance, with a
correlation of 0.628 and an R² value of 0.596. This indicates that the better the aspects of teacher welfare, job
security, and appreciation, the higher the performance outcomes. This result is supported by Luthans (2017) and
Arifin (2022), who emphasized the importance of addressing QWL dimensions such as job satisfaction, worklife balance, and recognition of teachers’ contributions in improving educational quality. Simultaneously, the
two independent variables—democratic leadership style and quality of work life—jointly influence teacher
performance, with a coefficient of determination of 52.4%. This means that nearly half of the variation in teacher
performance can be explained by these two variables, while the remaining variance is influenced by other factors
such as personal motivation, workload, pedagogical competence, and school organizational culture [40]. This
underscores the need for a human-centered leadership approach and attention to teacher well-being as priorities
in effective school management [41].
This study makes a significant contribution to the literature on educational management, particularly in
the context of public schools in regional areas [42]. Its novelty lies in the integration of two key variables—
leadership and QWL—into a single regression model applied to junior high school teachers in Karawang, a topic
that has not been extensively explored [43]. The findings may serve as a foundation for policy formulation,
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201
particularly in designing principal training, reforming teacher work environments, and implementing sustainable
quality improvement programs [44]. Nevertheless, this study has several limitations. First, the population was
limited to two schools within one subdistrict, which restricts the generalizability of the findings to other
educational levels or regions [45]. Second, the instruments relied on subjective perceptions of respondents,
which may introduce bias [46]. Third, the quantitative approach used does not capture deeper contextual
dynamics such as psychological factors or organizational culture that may also influence teacher performance
[47].
To test the simultaneous effect of the school principal’s democratic leadership style (X1) and quality of
work life (X2) on teacher performance (Y), a multiple regression analysis was conducted. The ANOVA test
yielded an F-value of 23.325 with a significance level of 0.000, indicating that the regression model is significant
and appropriate for hypothesis testing. The resulting regression equation is: Y = 26.196 + 0.578X1 + 0.619X2.
The coefficient of determination (R²) of 0.524 shows that the combined contribution of X1 and X2 to Y is
52.4%, while the remaining variance is explained by factors outside the model. This result answers the third
research question.
Based on these findings and limitations, the researcher recommends that future studies expand the
geographic and educational scope to obtain a more comprehensive understanding [48]. Qualitative or mixedmethods research is also suggested to explore teachers’ experiences in greater depth [49]. Furthermore, school
managerial practices should adopt participatory leadership principles and provide sufficient support facilities to
enhance the real quality of teachers’ work life [50].
4.

CONCLUSION
Based on the results of the analysis and discussion regarding the influence of the school principal’s
democratic leadership style and quality of work life on teacher performance at public junior high schools in
Tempuran Subdistrict, it can be concluded that both variables have a significant effect on teacher performance.
The democratic leadership style contributes 55.5%, while the quality of work life has an influence of 59.6%.
Furthermore, simultaneously, these two variables contribute 92.2% to teacher performance. These findings
highlight the importance of adopting a humanistic leadership approach and giving serious attention to teachers’
well-being to enhance productivity and professionalism in educational settings. Therefore, it is recommended
that school principals implement strategies that support the improvement of teachers’ quality of work life, so that
their performance can be further optimized.
ACKNOWLEDGEMENTS
The author extends sincere gratitude to all respondents and stakeholders for granting permission and
providing the opportunity to conduct this study. Appreciation is also given to all individuals and groups who
contributed to the success of this research.
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