Rusli Karim, Djoko Soelistya, Mahjudin Mahjudin

Hidden Mechanisms in Educational Performance: Revealing the Role of Motivation in Transformational Leadership and School Culture

Introduction

Hidden mechanisms in educational performance: revealing the role of motivation in transformational leadership and school culture . Explore how transformational leadership, school culture, and motivation influence educational performance. This study reveals mediation effects, offering insights for Islamic boarding school managers.

Abstract

This study aims to examine the influence of transformational leadership style and school culture on educational performance through the mediation role of motivation. This study uses descriptive and verification research methods with a quantitative approach. The data collection technique in this study used a questionnaire with a measurement scale used the Likert scale. The population and sample in this study were employees of Pondok Al-Furqon Desa Srowo. The sampling technique in this study used a saturated sampling technique, totaling 102 respondents. The results of the study indicate that Transformational Leadership Style, and School culture, and Motivation have an effect on Educational performance. In addition, other results show that Transformational Leadership Style and School culture have a positive and significant effect on Motivation. The results of the motivational mediation of the relationship between Transformational Leadership Style and Educational performance, that Transformational Leadership Style on Educational performance is directly greater than Transformational Leadership Style on Educational performance through Motivation mediation, this indicates a partial mediation effect. The results of the motivational mediation of the relationship between School culture and Educational performance, that School culture on Educational performance is directly smaller than School culture Style on Educational performance through Motivation mediation, this indicates a full mediation effect. This study provides Islamic boarding school managers with important insights to optimize their organization's performance and effectiveness. Developing the communication, empathy, and motivation skills needed to improve manager performance is necessary for wise and responsive leadership.

Review

This study presents an investigation into the intricate dynamics between transformational leadership, school culture, motivation, and educational performance within the specific context of an Islamic boarding school. Utilizing a quantitative, descriptive, and verification approach, the research engaged 102 employees from Pondok Al-Furqon Desa Srowo to explore these relationships, particularly focusing on motivation's mediating role. The findings indicate that all three constructs—transformational leadership style, school culture, and motivation—positively influence educational performance. Crucially, the study differentiated between the mediating effects, identifying partial mediation for transformational leadership's impact on performance via motivation, and a full mediation effect for school culture's influence through motivation. These results offer potentially valuable insights for managers of Islamic boarding schools aiming to enhance their organizational effectiveness. While the study addresses an interesting and relevant topic, particularly within an under-represented educational context, several methodological aspects warrant critical consideration. The use of a saturated sample from a single institution, although comprehensive for that specific pondok, severely limits the generalizability of the findings to other schools or broader educational systems. A sample size of 102, while sufficient for descriptive statistics, may be underpowered for robustly testing complex mediation models with multiple predictors. Furthermore, the abstract's phrasing regarding "educational performance" for "employees" could benefit from greater conceptual clarity, as it typically refers to student outcomes or institutional effectiveness rather than individual staff performance contributing to education. A cross-sectional design inherently restricts the ability to infer causality, and more detailed statistical reporting beyond "greater" or "smaller" direct effects would enhance the interpretation of the mediation results. Despite these limitations, the study offers a valuable starting point for understanding leadership and cultural influences on performance in a unique educational setting. The distinction between partial and full mediation for transformational leadership and school culture, respectively, is a noteworthy finding that suggests different pathways through which these constructs operate. Future research would benefit significantly from replicating this study across a larger and more diverse sample of Islamic boarding schools or other educational institutions to enhance generalizability. Employing longitudinal designs could further strengthen causal inferences, and supplementing quantitative data with qualitative insights from leaders and staff might provide a richer understanding of the identified mechanisms. Overall, this paper contributes to the literature by exploring these relationships in a specific cultural context, thereby informing leaders on the importance of cultivating motivation and a supportive school culture for improved organizational performance.

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