| dc.description | Department of Educational Leadership, Research and Technology, Western Michigan University,
Kalamazoo, MI, USA
Thanks for the invitation to review this study. I have enjoyed reading this study which addresses
an important topic in the context of Indonesia. I hope my suggestions are helpful in revising and
improving this manuscript.
First, the underlying rationale for the study needs further development. Several questions should
be addressed when revising the introduction. There are numerous studies that have examined the
relationship between principal leadership and student achievement (e.g., Liebowitz & Porter, 2019
1; Wu et al., 2020a2, 2020b3; Wu & Shen, 20224; Shen et al., 20215; Heck & Hallinger, 20096; Heck &
Hallinger, 20107). What are the deficiencies in past literature? What gap in the literature did the
authors identify?
In the introduction, the authors argued that “it remains unknown as to what kinds of successful and
effective principal leadership behaviors will motivate teachers in improving their performance.”
However, this study did not address this question. In this study, the research questions the
authors addressed are “whether principal leadership impacts student achievement and teacher
performance” rather than “what kinds of leadership behaviors will impact student achievement
and teacher performance”.
Second, I think a detailed review of previous studies that examined the relationship between
principal leadership and student achievement/teacher performance is needed. Also, this study was
conducted in Indonesia. Is it possible for the authors to briefly introduce to readers principal
leadership in Indonesia? Principal leadership effects were well examined in a western context. The
Indonesian context would be one contribution of this study. | en_US |
| dc.description.abstract | The principal’s role as a leader is crucial in improving the teacher
performance and student achievement. However, it still remains
unknown what kinds of school leadership behaviors that are effective
to improve teacher performance and student achievement. This study
aims to determine the level of significance of the effect of (1) the
quality of principal's leadership behaviors on teacher performance, (2)
the quality of principal's leadership behaviors on student
achievement, and (3) the teacher performance on student
achievement.This study is a quantitative descriptive research. The
study population was 317 teachers with 281 teachers as the samples.
The data collection technique was carried out through questionnaires,
participant observation, and teacher performance appraisals. The
data analysis technique used the Structural Equation Modeling (SEM).
The results of this study showed a significant (5%) influence between:
(1) the quality of the principal's leadership behaviors on the teacher
performance where the estimated rate was 0.89 with the value of -t =
3.23> 1.96. The higher the quality of the principal's leadership
behaviors had become, then it increased the quality of the teachers’
performance; (2) the quality of the principal's leadership behaviors on
the level of student achievement where the estimated rate was 0.77
with the value of -t = 2.86> 1.96; and (3) the level of teacher
performance on the level of learning achievement where the
estimated rate was 0.92 with the value of -t = 4.45> 1.96. The
structural model of learning outcomes showed that the loading factor
of report cards had a greater effect of 0.995 when it compared to the
school exam scores with an effect of 0.897. Effective principal
leadership behaviors were limited to (a) the relationship between
leaders and followers, (b) task structure, and (c) position power. | en_US |
