khoirunnisa khoirunnisa, Siti Alfiah, Alfia Pramudya Ningrum, Via Febi Pangestu

The Influence of Leadership, Management, Organizational Communication, Work Environment, And Teacher Involvement on Students' School Performance

Introduction

The influence of leadership, management, organizational communication, work environment, and teacher involvement on students' school performance. This research analyzes how school leadership, management, communication, and work environment influence student academic performance via teacher involvement. Improve results.

Abstract

The aim of this research is to analyze the influence of school leadership and management, organizational communication, work environment, and teacher participation on student academic achievement. Effective leadership, efficient management and good communication in school organizations aim to create a work environment that is conducive to increasing teacher participation in the teaching and learning process. Optimal teacher involvement is considered to be an important factor in increasing student motivation and improving academic achievement. Data was collected using a questionnaire designed to measure teacher perceptions of school leadership, organizational communication, and the work environment, as well as related to student performance as measured by academic achievement. The research results show that school leadership, effective management, and good organizational communication have a significant influence on student achievement through increasing teacher involvement. Therefore, improving school leadership, good management and effective communication in schools is a strategic step to improve student performance. Keywords: leadership, school management, organizational communication, work environment, teacher involvement, student achievement

Review

This study addresses a critical area in educational research by examining the complex interplay of various organizational factors on student academic achievement. The authors meticulously investigate how school leadership, management, organizational communication, work environment, and teacher involvement collectively shape educational outcomes. A key contribution is the finding that effective leadership, efficient management, and strong organizational communication significantly influence student achievement, notably *through* increased teacher involvement in the teaching and learning process. This emphasis on teacher participation as a crucial mediator offers valuable insights into fostering a more effective educational environment. While the research topic is highly relevant, the methodological approach, primarily relying on teacher perceptions via questionnaires, warrants closer scrutiny. The abstract states that data was collected to measure teacher perceptions of school leadership, communication, and work environment, "as well as related to student performance as measured by academic achievement." This phrasing creates ambiguity regarding whether student academic achievement data was directly measured or also inferred from teacher perceptions. If the latter, it introduces a potential for common method bias and limits the strength of the conclusions, particularly concerning the causal claims implied by the "through increasing teacher involvement" finding. A more robust design would ideally incorporate direct, objective measures of student academic performance alongside teacher and potentially student perspectives, allowing for triangulation and a more comprehensive understanding of the relationships explored. Furthermore, while the work environment is listed as a key variable, its specific influence or role in the final results summary is less clearly articulated compared to other factors. Despite these methodological considerations, the study provides a compelling argument for prioritizing effective leadership, management, and communication strategies within schools as strategic levers for improving student performance. The identified mediating role of teacher involvement underscores the importance of fostering an environment where teachers feel empowered and engaged. Future research could significantly strengthen these findings by employing mixed-methods approaches, incorporating objective measures of student achievement and teacher engagement, alongside qualitative data to explore the 'how' and 'why' behind these relationships. Investigating these dynamics across diverse educational contexts and over longer periods would also enhance the generalizability and practical applicability of these important findings for educational policy and practice.

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