Relationship between Instructional Leadership of Headmaster and Work Discipline and Work Motivation and Academic Achievement in Primary School at Special Areas of Central Jakarta

By Supriadi, Eddi; Yusof, Hj Abdul Raheem Bin Mohamad | Journal of Education and Learning, September 1, 2015 | Go to article overview

Relationship between Instructional Leadership of Headmaster and Work Discipline and Work Motivation and Academic Achievement in Primary School at Special Areas of Central Jakarta


Supriadi, Eddi, Yusof, Hj Abdul Raheem Bin Mohamad, Journal of Education and Learning


Abstract

The study aimed to investigate the relationship between the instructional leadership of headmaster and the work discipline of teachers and the work motivation and the academic achievement of primary school students from Special Province of Central Jakarta. The research method will be done with quantitative research methods. The study uses data collection instruments of survey with the Likert scale, data research were analyzed using descriptive and inferential statistics. The results showed that there was a significant association the instructional leadership of headmasters, the work discipline of teachers with the work motivation and the academic achievement. The study shows that to improve academic achievement and work motivation with the improve instructional leadership of headmaster and the work discipline at Primary School Special Province of central Jakarta, It can be concluded that the factors that contribute to the academic achievement and the work motivation is leadership instructional headmaster and work discipline teachers.

Keywords: instructional leadership of headmaster, work discipline teachers, work motivation, academic achievement

1. Introduction

Teachers are considered as the main determinant of the success of a school, Edmonds (1979), Mahmood (1993); Miller (1982) believes the headmasters leadership is the most important determinant of excellence the school. As the highest leader in the school, the headmasters should be able to manage all elements of the school, dividing their time well in school management, both for its own tasks as well as for the school as a whole, teaching and learning activities can be carried out efficiently and effectively. The main role of the headmasters in the school is to provide instructional leadership to teachers, headmasters should be able to give a good impression to motivate teachers in carrying out their duties effectively so that their performance will be better. Mulyasa (2007) states in a new paradigm of educational management, headmasters in school should at least be able to play the role of Educator, Manager, Administrator, Supervisor, Leader, Innovator, Motivator.

Lane and Walberg explained, "As the leader in the school, the principal plays a major role in initiating activities and in facilitating or assisting with the follow-through. The degree to which the principal attends to these tasks will determine school success" (Cotton, 2003). Stronge in the Cotton (2003) concluded that to obtain good results of student achievement need to a dramatic change in the role of a headmasters who focus on managerial issues and principals who focus on issues of instructional.

The headmasters had a role in the process of designing, preparing, implementing, directing and leading the solidarity and unity of all programs and included all power sources to achieve the goals set. As a manager, the headmasters with ingenuity and intelligence which is owned to find and use a variety of activities interrelated to achieve objectives (Mulyasa, 2003). Instructional leadership is an act done with the intent to influence the headmaster, move, and develop a work environment that is productive and useful for teachers, and ultimately to create good conditions in improved the student learning.

The existence of a good headmaster leadership and work discipline of teachers as educators can be generate high work motivation of teachers in apply their learning in school, improve academic achievement seen from the quality of the learning process in schools, akademic achievement in schools can be improved because of the headmaster leadership and work discipline shown by the teacher a good teacher.

In education, teachers are one of the most important to the success of education in schools, because the teacher to have sufficient performance to produce students who can be trusted and quality. Teachers are have an active role in the learning process for the formation of human resources (Sardiman, 2001). …

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