The Influence of Instructional Leadership and School Culture Through Self-Efficacy on Senior High School Teacher Performance
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examines the impact of principals’ instructional leadership and school culture on teacher performance, with teacher self-efficacy as a mediating variable. Using a quantitative approach, data were collected from senior high school teachers in Brebes District via validated questionnaires and analyzed through path analysis. Results show that instructional leadership (β = 0.542) and self-efficacy (β = 0.383) significantly affect teacher performance, while school culture has a weaker direct effect (β = 0.027). Both instructional leadership (β = 0.332) and school culture (β = 0.543) significantly influence self-efficacy. The Sobel test confirms that self-efficacy mediates the effects of instructional leadership (Sobel = 4.614; p = 0.003) and school culture (Sobel = 5.629; p = 0.001) on performance. The study highlights the importance of strong instructional leadership and a positive school culture in enhancing teacher self-efficacy and performance. It recommends principals to reinforce leadership practices and promote supportive school environments. Future studies should explore broader contexts and include variables such as motivation or job satisfaction.
Source: Educational Management
Authors: Devie Tiara Nisa, Fathur Rokhman, Eko Handoyo
Institution: State University of Semarang
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7109983122