Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 8 Sayı: 4, 1535 - 1545, 15.12.2020
https://doi.org/10.17478/jegys.831070

Öz

Kaynakça

  • Adeyemi, T. O., & Adu, E. T. (2013). Head teachers’ leadership styles’ and teachers job satisfaction in primary schools in Ekiti state, Nigeria. International Journal of Academic Research in Economics and Management Sciences, 2(2), 69-79.
  • Ali, F., Amin, M & Cobanoglu, C. (2015). An Integrated Model of Service Experience, Emotions, Satisfaction and Price Acceptance: An Empirical Analysis in the Chinese Hospitality Industry. Journal of Hospitality Marketing & Management. 25(4), 449-475.
  • Astuti. F. P., Aunurrahman & Wahyudi. (2019). The Effect of Democratic Autocratic and Laissez-Faire (Free) Leadership Style of Kindergarten Headmaster toward Teacher Discipline Performance at Kindergartens in Southeast Pontianak District. Journal of Education, Teaching and Learning, 4(1), 130-138.
  • Araújo, P. T., Cardoso, A. P., & Fidalgo, S. (2016). Leadership and Pedagogical Interaction as Predictors of Learning Outcomes in Physical Education. In 7th ICEEPSY 2016 International Conference on Education & Educational Psychology. Future Academy. Cognitive-crcs. https://doi. org/10.15405/iceepsy2016 (1986-3020).
  • Bass, B. M., & Riggio, R. E. (2010). The transformational model of leadership. In G.R. Hickman (Ed.), Leading organizations: Perspectives for a new era. Sage.
  • Bass, B. M., & Stogdill, R. M. (1990). Bass & Stogdill’s handbook of leadership: Theory, research, and managerial applications. London: Free Press.
  • Bass, B. M., & Avolio, B. J. (1990). Transformational leadership development: Manual for the multifactor leadership questionnaire, Palo Alto, CA: Consulting Psychologists Press.
  • Beijaard, D., & Verloop, N. (1996). Assessing teachers’ practical knowledge. Studies in Educational Evaluation, 22(3) 275-286
  • Bhatti, N., Maitlo, G. M., Shaikh, N., Hashmi, M. A. & Shaikh, F. M. (2012). The impact of autocratic and democratic leadership style on job satisfaction. Journal Business Research, 5(2), 192-201.
  • Bistari, B. (2017). Konsep dan indikator pembelajaran efektif (The concept and indicators of effective learning). Jurnal Kajian Pembelajaran dan Keilmuan, 1(2), 13–20.
  • Budiyono. (2011). Penilaian Hasil Belajar (Assessment of learning outcomes). Surakarta: UNS Press.
  • Bruner, J. S. (1963). The process of education. Cambridge: Harvard University Press.
  • Brophy, J., Good, T. L. (1986). Teacher behavior and student achievement. In Wittrock, M.C. (ed.). Handbook of research on teaching, 3rd. New York: MacMillan.
  • Bozdoğan, K., & Sağnak, M. (2011). İlköğretim okulu müdürlerinin liderlik davranışları ile öğrenme iklimi arasındaki ilişki (The relationship between the principals leadership behaviors of primary school and the learning climate). Abant İzzet Baysal Educarional Faculty Journal, 11(1), 137-145
  • Cotton, K. (2003). Principals and student achievement: What the research says. Alexandria, VA: Association for Supervision and Curriculum Development
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage publications.
  • Creemers, B. P. M. (1992). Effectieve instructie: Een empirische bijdrage aan de verbetering van het onderwijs in de klas (Effective Instruction: An empirical contribution to the improvement of classroom teaching). ‘s-Gravenhage: Instituut voor Onderzoek van het Onderwijs.
  • Downton, J. V. (2016). Rebel leadership: Commitment and charisma in the revolutionary process. Free Press.
  • Dewi, L. R., Suharsono, N., & Haris, I. A. (2014). Pengaruh Kompetensi Pedagogik Dan Kompetensi Profesional Terhadap Hasil Belajar Siswa Dalam Mata Pelajaran Ekonomi Kelas X SMAN 4 Singaraja (The influence of pedagogic competence and professional competence on student learning outcomes in economics subjects in Class X SMAN 4 Singaraja). Jurnal Pendidikan Ekonomi Undiksha, 4(1), 1-11.
  • Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15–24.
  • Fitriani, E. (2018). Gaya Kepemimpinan Demokratis Kepala Madrasah (Madrasah principal democratic leadership style). UIN Raden Intan.
  • Gaol, N. T. L. (2017). Teori dan implementasi gaya kepemimpinan kepala sekolah (The theory and implementation of principals' leadership styles). Kelola: Jurnal Manajemen Pendidikan, 4(2), 213–219.
  • Gewasari, M. (2016). The Effect of Teacher Competence, Principal Pedagogical Leadership, School Spiritual Organizational Culture, Job Satisfaction of Teacher Development, Achievement Motivation toward Teacher Performance of Public Senior High School in Deli Serdang District. Journal of Humanities and Social Science, 21(10), 29-38.
  • Getzels J. W., & Jackson, P.W. (1963). The teacher’s personality and characteristics. In Gage, N.L. (ed.). Handbook of research on education. Chicago: Rand McNally.
  • Hallinger, P., and Heck, R. (1996). Reassessing the Principal’s Role in School Effectiveness: A Critical Review of Empirical Research 1980–1995. Educational Administration Quarterly, 32(1), 4–5.
  • Hapsari, A. S., Hanif, M., Gunarhadi, & Roemintoyo. (2020). Motion graphic animation videos to improve the learning outcomes of elementary school students. European Journal of Educational Research, 8(4), 1245-1255. htps://doi.org/10.12973/eu-jer.8.4.1245
  • Hersey, P., & Blanchard, K. H. (1988). Management of organizational behavior: 169–201. Prentice-Hall.
  • Hopkins, D., & Jackson, D. (2002). Building the Capacity for Leading and Learning, in A. Harris, C. Day, M. Hadfield, D. Hopkins, A. Hargreaves, and C. Chapman (eds)Effective Leadership for School Improvement. London: Routledge.
  • Indra, R., Kustati, M., Saregar, A., Warnis, Nelmawarni, Yusuf, Y.Q. (2020). The effect of principals’ leadership towards effective learning at an Indonesian secondary school. European Journal of Educational Research. 9(3), 1063-1074.
  • Kelloway, E. K., Sivanathan, N., Francis, L., & Barling, J. (2005). Poor leadership. In J. Barling, E. K. Kelloway, & M.R Frone (Eds) (2005). Handbook of work stress. Thousand Oaks, CA: Sage.
  • Kuhnert, K. W. (1994). Transforming leadership: Developing people through delegation. Thousand Oaks, CA: Sage.
  • Kuhnert, K. W., & Lewis, P. (1987). Transactional and transformational leadership: A constructive/developmental analysis. Academy of Management Review, 12(4), 648–657.
  • Lashway, L. (1997). Leading with Vision. Eugene, Oregon: ERIC Clearinghouse on Educational Management
  • Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. (2004). International handbook on self-study of teaching and teacher education practices. The Netherlands: Kluwer.
  • Mbera, P. G. A. (2015). Relationship between leadership styles used by head teachers of public secondary schools and students’ academic performance. International Journal of Academic Research in Business and Social Sciences, 5(7), 226-239.
  • McClain, L., Ylimaki, R & Ford, M. P. (2010). Sustaining the heart of education: finding space for wisdom and compassion. International Journal of Children's Spirituality, 15(4), 307-316.
  • Mortimore, P. (1993). School effectiveness and the management of effective learning and teaching. School Effectiveness and School Improvement, 4(4), 290–310.
  • Muijs, D., & Harris, A. (2007). Teacher leadership in (in) action: Three case studies of contrasting schools. Educational Management Administration and Leadership, 35(1), 111–134.
  • Nasution, M. I. P. (2016). Strategi pembelajaran efektif berbasis mobile learning pada sekolah dasar (The strategy of effective learning based on mobile at elementary schools). IQRA: Jurnal Ilmu Perpustakaan Dan Informasi, 10(1), 1–14.
  • Northouse, P. G. (2011). Leadership: Theory and practice. Thousand Oaks, CA: SAGE Publications, Inc.
  • Ngussa, B. M., & Mengo (2007). Correlations between Leadership Styles and Self-Esteem of Employees: A Case of Technical Colleges in Arusha City, Tanzania. Journal of Research Innovation and Implication in Education, 5 (3).
  • Pedhazur, E.J. (1997). Multiple regression in behavioral research, 3rd edition. Singapore: Thompson Learning.
  • Pianda, D. (2018). Kinerja guru: Kompetensi guru, motivasi kerja dan kepemimpinan kepala sekolah (Teachers' work performances: Teachers' competencies, work motivation and the leadership of school principals). CV Jejak.
  • Prihantoro, D. E. (2017). Mengenal gaya kepemimpinan dalam dunia Pendidikan (Recognizing leadership styles in the educational world]. Tarbawiyah Journal of Education). Tarbawiyah Jurnal Ilmiah Pendidikan, 13(2), 293–314.
  • Purwana, D., Ahmad, A., & Saptono, A. (2020). The Influence of Leadership and Work Environment toward Organizational Citizenship Behavior (OCB) through Work Satisfaction. International Journal on Advanced Science, Education, and Religion, 3(2), 57-71. https://doi.org/10.33648/ijoaser.v3i2.64
  • Rustin, M., & Armstrong, D. (2012). What Happened to Democratic Leadership? Soundings, 50, 59-71.
  • Sammons, P., Hillman, J., & Mortimore, P. (1995). Key characteristics of effective schools. A Review of School Effectiveness Research. Ofsted.
  • Szeto, E., & Cheng, A. Y. N. (2018). Principal–teacher interactions and teacher leadership development: Beginning teachers’ perspectives. International journal of leadership in education, 21(3), 363-379. https://doi.org/10.1177/1741143218764178
  • Setiyati, S. (2014). Pengaruh kepemimpinan kepala sekolah, motivasi kerja, dan budaya sekolah terhadap kinerja guru (The contribution of school principal's leadership, work motivation and school culture towards teachers' performance). Jurnal Pendidikan Teknologi dan Kejuruan, 22(2), 200–206.
  • Setyosari, P. (2017). Menciptakan pembelajaran yang efektif dan berkualitas (Creating effective and quality learning). Jurnal Inovasi dan Teknologi Pembelajaran, 1(1), 20–30.
  • Skogstad, A., Einarsen, S., Torsheim, T., Aasland, M. S., & Hetland, H. (2007). The destructiveness of laissez-faire leadership behavior. Journal of Occupational Health Psychology, 12(1), 80-92.
  • Sudharta, V. A. (2017). Gaya kepemimpinan kepala sekolah dalam perspektif psikologi (Leadership style of school principals in psychology perspective]. Journal of Management and Educational Supervision). Jurnal Manajemen dan Supervisi Pendidikan, 1(3), 208–217.
  • Sulistyowati, P., Utomo, D. W., Batlolona, J. R., Saregar, A., Hudha, M. N., Yusro, A. C. (2020). Practicing energy saving habits of elementary students through development of lectora inspire software based instructional media. Journal of Physics: Conference Series. 1381(1), 1-6.
  • Stein, K. C., Macaluso, M., & Stanulis, R. N. (2016). The interplay between principal leadership and teacher leader efficacy. Journal of School Leadership, 26(6), 1002-1032. https://doi.org/10.1177/105268461602600605
  • Simon, A., Boyer, E. G. (1974). Mirrors for behavior: an anthology of classroom observation instruments. Wyncote, PA: Communication Material Center.
  • Sugiyono. (2013). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D (Educational research methods quantitative approach, qualitative, and R&D). Bandung: Alfabeta.
  • Terzi, A. R., & Çelik, H. (2016). Liderlik stilleri ve algılanan örgütsel destek ilişkisi: Ilkokul ve lise öğretmenleri üzerinde bir araştırma (Leadership styles and perceived organizational support relationship: A research journal on primary and high school teachers). Journal of Research in Education and Teaching, 5(2), 87-98
  • Tom, A.R.; Valli, L. (1990). Professional knowledge for teachers. In Houston R.W. (ed.). Handbook of research on teacher education. New York: MacMillan.
  • Wawan. (2020). Teknik analisis data penelitian pendidikan dengan bantuan software statistic (Educational research data analysis techniques assisted by statistical software).Yogyakarta: UNY Press.
  • West, M., Jackson, D., Harris, A., and Hopkins, D. (2000). Leadership for School Improvement’, in K. Riley and K. Seashore Louis (eds) Leadership for Change. London: Routledge Falmer.
  • Van Velzen, W., Miles, M., Elholm, M., Hameyer, U. and Robin, D. (1985). Making School Improvement Work. Leuven: ACCO.

Science teacher’ leadership styles and competencies from the perspective of high school students: A path analysis study

Yıl 2020, Cilt: 8 Sayı: 4, 1535 - 1545, 15.12.2020
https://doi.org/10.17478/jegys.831070

Öz

Science teachers’ leadership styles and competencies were very important for science learning caused those to have a strong impact on learning outcomes and determine school effectiveness. This study was aimed to investigate the influence of leadership style variables on teacher competence and effective learning based on students’ perspectives. This research was survey research with a quantitative approach. Participants of this study were 243 senior high school students majoring in Science at SMAN (Sate Senior High School) 1 Metro, SMAN 2 Bandar Lampung, and SMAN 3 East Lampung. The data on teacher competencies and effective learning was collected using a questionnaire with a Likert scale of 5 options and the data on leadership styles was collected using a questionnaire developed by Northouse (2011). The data analysis techniques used were the path analysis. This study obtained several findings, namely: democratic leadership had a significant effect on teacher competence while laissez-faire leadership had no significant effect on teacher competence; there was a positive and significant influence between teacher competence (professional, pedagogic, personality, and social) on the effectiveness of science learning; and there was a positive and significant influence of the democratic leadership style on the effectiveness of science learning while the laissez-faire leadership style did not have a significant effect on the effectiveness of science learning. Based on the finding, schools need to pay attention to science teachers’ leadership styles and competencies, teachers should have democratic leadership styles in learning.

Teşekkür

Thank you to the principal of the SMA and all students who participated in this research. All authors have the same contribution in the preparation of this manuscript, from the introduction to the discussion and conclusion.

Kaynakça

  • Adeyemi, T. O., & Adu, E. T. (2013). Head teachers’ leadership styles’ and teachers job satisfaction in primary schools in Ekiti state, Nigeria. International Journal of Academic Research in Economics and Management Sciences, 2(2), 69-79.
  • Ali, F., Amin, M & Cobanoglu, C. (2015). An Integrated Model of Service Experience, Emotions, Satisfaction and Price Acceptance: An Empirical Analysis in the Chinese Hospitality Industry. Journal of Hospitality Marketing & Management. 25(4), 449-475.
  • Astuti. F. P., Aunurrahman & Wahyudi. (2019). The Effect of Democratic Autocratic and Laissez-Faire (Free) Leadership Style of Kindergarten Headmaster toward Teacher Discipline Performance at Kindergartens in Southeast Pontianak District. Journal of Education, Teaching and Learning, 4(1), 130-138.
  • Araújo, P. T., Cardoso, A. P., & Fidalgo, S. (2016). Leadership and Pedagogical Interaction as Predictors of Learning Outcomes in Physical Education. In 7th ICEEPSY 2016 International Conference on Education & Educational Psychology. Future Academy. Cognitive-crcs. https://doi. org/10.15405/iceepsy2016 (1986-3020).
  • Bass, B. M., & Riggio, R. E. (2010). The transformational model of leadership. In G.R. Hickman (Ed.), Leading organizations: Perspectives for a new era. Sage.
  • Bass, B. M., & Stogdill, R. M. (1990). Bass & Stogdill’s handbook of leadership: Theory, research, and managerial applications. London: Free Press.
  • Bass, B. M., & Avolio, B. J. (1990). Transformational leadership development: Manual for the multifactor leadership questionnaire, Palo Alto, CA: Consulting Psychologists Press.
  • Beijaard, D., & Verloop, N. (1996). Assessing teachers’ practical knowledge. Studies in Educational Evaluation, 22(3) 275-286
  • Bhatti, N., Maitlo, G. M., Shaikh, N., Hashmi, M. A. & Shaikh, F. M. (2012). The impact of autocratic and democratic leadership style on job satisfaction. Journal Business Research, 5(2), 192-201.
  • Bistari, B. (2017). Konsep dan indikator pembelajaran efektif (The concept and indicators of effective learning). Jurnal Kajian Pembelajaran dan Keilmuan, 1(2), 13–20.
  • Budiyono. (2011). Penilaian Hasil Belajar (Assessment of learning outcomes). Surakarta: UNS Press.
  • Bruner, J. S. (1963). The process of education. Cambridge: Harvard University Press.
  • Brophy, J., Good, T. L. (1986). Teacher behavior and student achievement. In Wittrock, M.C. (ed.). Handbook of research on teaching, 3rd. New York: MacMillan.
  • Bozdoğan, K., & Sağnak, M. (2011). İlköğretim okulu müdürlerinin liderlik davranışları ile öğrenme iklimi arasındaki ilişki (The relationship between the principals leadership behaviors of primary school and the learning climate). Abant İzzet Baysal Educarional Faculty Journal, 11(1), 137-145
  • Cotton, K. (2003). Principals and student achievement: What the research says. Alexandria, VA: Association for Supervision and Curriculum Development
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage publications.
  • Creemers, B. P. M. (1992). Effectieve instructie: Een empirische bijdrage aan de verbetering van het onderwijs in de klas (Effective Instruction: An empirical contribution to the improvement of classroom teaching). ‘s-Gravenhage: Instituut voor Onderzoek van het Onderwijs.
  • Downton, J. V. (2016). Rebel leadership: Commitment and charisma in the revolutionary process. Free Press.
  • Dewi, L. R., Suharsono, N., & Haris, I. A. (2014). Pengaruh Kompetensi Pedagogik Dan Kompetensi Profesional Terhadap Hasil Belajar Siswa Dalam Mata Pelajaran Ekonomi Kelas X SMAN 4 Singaraja (The influence of pedagogic competence and professional competence on student learning outcomes in economics subjects in Class X SMAN 4 Singaraja). Jurnal Pendidikan Ekonomi Undiksha, 4(1), 1-11.
  • Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15–24.
  • Fitriani, E. (2018). Gaya Kepemimpinan Demokratis Kepala Madrasah (Madrasah principal democratic leadership style). UIN Raden Intan.
  • Gaol, N. T. L. (2017). Teori dan implementasi gaya kepemimpinan kepala sekolah (The theory and implementation of principals' leadership styles). Kelola: Jurnal Manajemen Pendidikan, 4(2), 213–219.
  • Gewasari, M. (2016). The Effect of Teacher Competence, Principal Pedagogical Leadership, School Spiritual Organizational Culture, Job Satisfaction of Teacher Development, Achievement Motivation toward Teacher Performance of Public Senior High School in Deli Serdang District. Journal of Humanities and Social Science, 21(10), 29-38.
  • Getzels J. W., & Jackson, P.W. (1963). The teacher’s personality and characteristics. In Gage, N.L. (ed.). Handbook of research on education. Chicago: Rand McNally.
  • Hallinger, P., and Heck, R. (1996). Reassessing the Principal’s Role in School Effectiveness: A Critical Review of Empirical Research 1980–1995. Educational Administration Quarterly, 32(1), 4–5.
  • Hapsari, A. S., Hanif, M., Gunarhadi, & Roemintoyo. (2020). Motion graphic animation videos to improve the learning outcomes of elementary school students. European Journal of Educational Research, 8(4), 1245-1255. htps://doi.org/10.12973/eu-jer.8.4.1245
  • Hersey, P., & Blanchard, K. H. (1988). Management of organizational behavior: 169–201. Prentice-Hall.
  • Hopkins, D., & Jackson, D. (2002). Building the Capacity for Leading and Learning, in A. Harris, C. Day, M. Hadfield, D. Hopkins, A. Hargreaves, and C. Chapman (eds)Effective Leadership for School Improvement. London: Routledge.
  • Indra, R., Kustati, M., Saregar, A., Warnis, Nelmawarni, Yusuf, Y.Q. (2020). The effect of principals’ leadership towards effective learning at an Indonesian secondary school. European Journal of Educational Research. 9(3), 1063-1074.
  • Kelloway, E. K., Sivanathan, N., Francis, L., & Barling, J. (2005). Poor leadership. In J. Barling, E. K. Kelloway, & M.R Frone (Eds) (2005). Handbook of work stress. Thousand Oaks, CA: Sage.
  • Kuhnert, K. W. (1994). Transforming leadership: Developing people through delegation. Thousand Oaks, CA: Sage.
  • Kuhnert, K. W., & Lewis, P. (1987). Transactional and transformational leadership: A constructive/developmental analysis. Academy of Management Review, 12(4), 648–657.
  • Lashway, L. (1997). Leading with Vision. Eugene, Oregon: ERIC Clearinghouse on Educational Management
  • Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. (2004). International handbook on self-study of teaching and teacher education practices. The Netherlands: Kluwer.
  • Mbera, P. G. A. (2015). Relationship between leadership styles used by head teachers of public secondary schools and students’ academic performance. International Journal of Academic Research in Business and Social Sciences, 5(7), 226-239.
  • McClain, L., Ylimaki, R & Ford, M. P. (2010). Sustaining the heart of education: finding space for wisdom and compassion. International Journal of Children's Spirituality, 15(4), 307-316.
  • Mortimore, P. (1993). School effectiveness and the management of effective learning and teaching. School Effectiveness and School Improvement, 4(4), 290–310.
  • Muijs, D., & Harris, A. (2007). Teacher leadership in (in) action: Three case studies of contrasting schools. Educational Management Administration and Leadership, 35(1), 111–134.
  • Nasution, M. I. P. (2016). Strategi pembelajaran efektif berbasis mobile learning pada sekolah dasar (The strategy of effective learning based on mobile at elementary schools). IQRA: Jurnal Ilmu Perpustakaan Dan Informasi, 10(1), 1–14.
  • Northouse, P. G. (2011). Leadership: Theory and practice. Thousand Oaks, CA: SAGE Publications, Inc.
  • Ngussa, B. M., & Mengo (2007). Correlations between Leadership Styles and Self-Esteem of Employees: A Case of Technical Colleges in Arusha City, Tanzania. Journal of Research Innovation and Implication in Education, 5 (3).
  • Pedhazur, E.J. (1997). Multiple regression in behavioral research, 3rd edition. Singapore: Thompson Learning.
  • Pianda, D. (2018). Kinerja guru: Kompetensi guru, motivasi kerja dan kepemimpinan kepala sekolah (Teachers' work performances: Teachers' competencies, work motivation and the leadership of school principals). CV Jejak.
  • Prihantoro, D. E. (2017). Mengenal gaya kepemimpinan dalam dunia Pendidikan (Recognizing leadership styles in the educational world]. Tarbawiyah Journal of Education). Tarbawiyah Jurnal Ilmiah Pendidikan, 13(2), 293–314.
  • Purwana, D., Ahmad, A., & Saptono, A. (2020). The Influence of Leadership and Work Environment toward Organizational Citizenship Behavior (OCB) through Work Satisfaction. International Journal on Advanced Science, Education, and Religion, 3(2), 57-71. https://doi.org/10.33648/ijoaser.v3i2.64
  • Rustin, M., & Armstrong, D. (2012). What Happened to Democratic Leadership? Soundings, 50, 59-71.
  • Sammons, P., Hillman, J., & Mortimore, P. (1995). Key characteristics of effective schools. A Review of School Effectiveness Research. Ofsted.
  • Szeto, E., & Cheng, A. Y. N. (2018). Principal–teacher interactions and teacher leadership development: Beginning teachers’ perspectives. International journal of leadership in education, 21(3), 363-379. https://doi.org/10.1177/1741143218764178
  • Setiyati, S. (2014). Pengaruh kepemimpinan kepala sekolah, motivasi kerja, dan budaya sekolah terhadap kinerja guru (The contribution of school principal's leadership, work motivation and school culture towards teachers' performance). Jurnal Pendidikan Teknologi dan Kejuruan, 22(2), 200–206.
  • Setyosari, P. (2017). Menciptakan pembelajaran yang efektif dan berkualitas (Creating effective and quality learning). Jurnal Inovasi dan Teknologi Pembelajaran, 1(1), 20–30.
  • Skogstad, A., Einarsen, S., Torsheim, T., Aasland, M. S., & Hetland, H. (2007). The destructiveness of laissez-faire leadership behavior. Journal of Occupational Health Psychology, 12(1), 80-92.
  • Sudharta, V. A. (2017). Gaya kepemimpinan kepala sekolah dalam perspektif psikologi (Leadership style of school principals in psychology perspective]. Journal of Management and Educational Supervision). Jurnal Manajemen dan Supervisi Pendidikan, 1(3), 208–217.
  • Sulistyowati, P., Utomo, D. W., Batlolona, J. R., Saregar, A., Hudha, M. N., Yusro, A. C. (2020). Practicing energy saving habits of elementary students through development of lectora inspire software based instructional media. Journal of Physics: Conference Series. 1381(1), 1-6.
  • Stein, K. C., Macaluso, M., & Stanulis, R. N. (2016). The interplay between principal leadership and teacher leader efficacy. Journal of School Leadership, 26(6), 1002-1032. https://doi.org/10.1177/105268461602600605
  • Simon, A., Boyer, E. G. (1974). Mirrors for behavior: an anthology of classroom observation instruments. Wyncote, PA: Communication Material Center.
  • Sugiyono. (2013). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D (Educational research methods quantitative approach, qualitative, and R&D). Bandung: Alfabeta.
  • Terzi, A. R., & Çelik, H. (2016). Liderlik stilleri ve algılanan örgütsel destek ilişkisi: Ilkokul ve lise öğretmenleri üzerinde bir araştırma (Leadership styles and perceived organizational support relationship: A research journal on primary and high school teachers). Journal of Research in Education and Teaching, 5(2), 87-98
  • Tom, A.R.; Valli, L. (1990). Professional knowledge for teachers. In Houston R.W. (ed.). Handbook of research on teacher education. New York: MacMillan.
  • Wawan. (2020). Teknik analisis data penelitian pendidikan dengan bantuan software statistic (Educational research data analysis techniques assisted by statistical software).Yogyakarta: UNY Press.
  • West, M., Jackson, D., Harris, A., and Hopkins, D. (2000). Leadership for School Improvement’, in K. Riley and K. Seashore Louis (eds) Leadership for Change. London: Routledge Falmer.
  • Van Velzen, W., Miles, M., Elholm, M., Hameyer, U. and Robin, D. (1985). Making School Improvement Work. Leuven: ACCO.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri, Eğitim Üzerine Çalışmalar
Bölüm Teacher Education
Yazarlar

Subandi Subandi Bu kişi benim 0000-0002-6388-6414

Ahmadi Ahmadı Bu kişi benim 0000-0002-8452-6012

Amiruddin Amıruddın Bu kişi benim 0000-0003-4635-3760

Mispani Mıspanı Bu kişi benim 0000-0002-3740-5111

Eti Hadıyatı Bu kişi benim 0000-0001-8498-1149

Antomi Saregar 0000-0002-2652-1694

Yayımlanma Tarihi 15 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 8 Sayı: 4

Kaynak Göster

APA Subandi, S., Ahmadı, A., Amıruddın, A., Mıspanı, M., vd. (2020). Science teacher’ leadership styles and competencies from the perspective of high school students: A path analysis study. Journal for the Education of Gifted Young Scientists, 8(4), 1535-1545. https://doi.org/10.17478/jegys.831070
AMA Subandi S, Ahmadı A, Amıruddın A, Mıspanı M, Hadıyatı E, Saregar A. Science teacher’ leadership styles and competencies from the perspective of high school students: A path analysis study. JEGYS. Aralık 2020;8(4):1535-1545. doi:10.17478/jegys.831070
Chicago Subandi, Subandi, Ahmadi Ahmadı, Amiruddin Amıruddın, Mispani Mıspanı, Eti Hadıyatı, ve Antomi Saregar. “Science teacher’ Leadership Styles and Competencies from the Perspective of High School Students: A Path Analysis Study”. Journal for the Education of Gifted Young Scientists 8, sy. 4 (Aralık 2020): 1535-45. https://doi.org/10.17478/jegys.831070.
EndNote Subandi S, Ahmadı A, Amıruddın A, Mıspanı M, Hadıyatı E, Saregar A (01 Aralık 2020) Science teacher’ leadership styles and competencies from the perspective of high school students: A path analysis study. Journal for the Education of Gifted Young Scientists 8 4 1535–1545.
IEEE S. Subandi, A. Ahmadı, A. Amıruddın, M. Mıspanı, E. Hadıyatı, ve A. Saregar, “Science teacher’ leadership styles and competencies from the perspective of high school students: A path analysis study”, JEGYS, c. 8, sy. 4, ss. 1535–1545, 2020, doi: 10.17478/jegys.831070.
ISNAD Subandi, Subandi vd. “Science teacher’ Leadership Styles and Competencies from the Perspective of High School Students: A Path Analysis Study”. Journal for the Education of Gifted Young Scientists 8/4 (Aralık 2020), 1535-1545. https://doi.org/10.17478/jegys.831070.
JAMA Subandi S, Ahmadı A, Amıruddın A, Mıspanı M, Hadıyatı E, Saregar A. Science teacher’ leadership styles and competencies from the perspective of high school students: A path analysis study. JEGYS. 2020;8:1535–1545.
MLA Subandi, Subandi vd. “Science teacher’ Leadership Styles and Competencies from the Perspective of High School Students: A Path Analysis Study”. Journal for the Education of Gifted Young Scientists, c. 8, sy. 4, 2020, ss. 1535-4, doi:10.17478/jegys.831070.
Vancouver Subandi S, Ahmadı A, Amıruddın A, Mıspanı M, Hadıyatı E, Saregar A. Science teacher’ leadership styles and competencies from the perspective of high school students: A path analysis study. JEGYS. 2020;8(4):1535-4.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.