Siti Yuli Chulaelah, Setya Raharja

The Effect of Principal Leadership and Teacher Competence on Teacher Performance with Learning Management as a Mediating Variable

Introduction

The effect of principal leadership and teacher competence on teacher performance with learning management as a mediating variable. This study explores how principal leadership and teacher competence impact teacher performance, with learning management as a key mediating variable. Improve educational quality.

Abstract

Background - Teacher competencies include pedagogic, professionalism, social and personality. However, there are still many problems faced regarding the development and implementation of these competencies in schools. Purpose - This study aims to describe the effect of principal leadership and teacher competence on teacher performance with learning management as a mediating variable. Method/approach - The approach used in this research is quantitative with a correlational design. Findings - The results showed that: (1) principal leadership has a positive but insignificant effect on performance, T-count = 0. 943 and p-value = 0.346; (2) learning management has a positive and significant effect on teacher performance, T-count = 6.261 and p-value = 0.000; (3) teacher competence has a positive and significant effect on teacher performance, T-count = 6.033 and p-value = 0.000; (4) principal leadership, learning management, and teacher competence simultaneously have a positive and significant effect on teacher performance, R-square = 0.684 and SRMR = 0.064; (5) through the mediation path on learning management it is found that leadership indirectly has a positive and significant effect on teacher performance, T-count = 4.510 and p-value = 0.000; (6) through the mediator of learning management it is found that teacher competence indirectly has a positive and significant effect on teacher performance, T-count = 17.477 and p-value = 0. 000. Improving teacher performance is expected to be followed up with concrete steps through various competency improvement programs, training, and relevant policy improvements. Conclusion – Learning management plays a crucial mediating role in enhancing the impact of both leadership and competence on teacher performance. Strengthening this variable is key to improving teacher outcomes in schools. Novelty/Originality/Value – This study contributes to the literature by empirically validating learning management as a significant mediating factor between leadership, competence, and teacher performance—a relationship that is rarely explored in previous studies. The integration of leadership, competence, and instructional management provides a comprehensive model for improving educational quality.

Review

This study, "The Effect of Principal Leadership and Teacher Competence on Teacher Performance with Learning Management as a Mediating Variable," tackles a highly relevant issue in educational administration and teacher development. The abstract clearly outlines a specific purpose: to investigate the direct and indirect effects of principal leadership and teacher competence on teacher performance, with learning management hypothesized as a mediating variable. The quantitative correlational design is a suitable approach for exploring these relationships. A significant strength lies in the finding that learning management plays a crucial and significant mediating role, as this empirically validated relationship is highlighted as a novel contribution, offering a more nuanced understanding than direct effect models alone. The clear presentation of T-counts and p-values for various paths enhances the transparency of the reported findings. However, the abstract, while informative, leaves several methodological details wanting, which would be essential for a comprehensive review. Information regarding the sample size, the characteristics of the study population, the specific instruments used for data collection, and a more explicit description of the statistical analysis performed (e.g., whether it was a path analysis, structural equation modeling, etc., beyond simply "correlational design") are absent. This makes it difficult to fully evaluate the robustness and generalizability of the findings. Additionally, the finding that principal leadership has a positive but *insignificant* direct effect on performance, becoming significant only indirectly through learning management, is a critical insight that warrants more extensive theoretical and practical discussion than the abstract permits, particularly regarding its implications for leadership practice. Overall, this study makes a valuable contribution to the literature by empirically demonstrating the pivotal role of learning management in bridging the gap between principal leadership, teacher competence, and ultimately, teacher performance. The findings strongly suggest that efforts to enhance teacher performance must consider and strengthen instructional management practices within schools. While the abstract effectively communicates the study's purpose and key findings, the full paper should meticulously detail the methodology, thoroughly discuss the implications of the insignificant direct leadership effect, and translate its conclusions into more concrete and actionable recommendations for educational practitioners and policymakers to maximize its practical impact.

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