IJLRES - International Journal on Language, Research and Education Studies
ISSN: 2580-6777 (p); 2580-6785 (e)
DOI: 10.30575/2017/IJLRES-2020050807
Vol. 4, No. 2, 2020
Page: 276 - 290
276
THE EFFECT OF TRANSFORMATIONAL LEADERSHIP AND ACADEMIC
OPTIMISM CULTURE ON TEACHER EMPOWERMENT AND MOTIVATION
ALONG ITS IMPACT ON THE EFFECTIVENESS OF MEDAN STATE JUNIOR
HIGH SCHOOL
Indra Prasetia
Lecturer at the university of Muhammadiyah Sumatera Utara
indraprasetia@umsu.ac.id
Sri Melfayetty
Senior Lecturer at the State University of Medan
srimelfayetty@unimed.ac.id
Rosmala Dewi
Senior Lecturer at the State University of Medan
rosmaladewi@unimed.ac.id
Abstract. This study aims to determine the effect of transformational leadership and a culture of
academic optimism on the empowerment and motivation of teachers and school effectiveness by
causality, both direct and indirect effects in the path analysis framework. This research took place
in Medan State Junior High School, amounting to 45 State Junior High Schools with a sample of
304 teachers. Simultaneously and partially it shows that (1) transformational leadership and
academic optimism culture have a positive and significant effect on the empowerment of teachers
at SMP Negeri Medan, (2) transformational leadership, academic optimism culture and
empowerment have a positive and significant effect on the work motivation of teachers at SMP
Negeri Medan, (2) 3) transformational leadership, academic optimism culture, empowerment and
work motivation have a positive and significant effect on the effectiveness of Medan State Middle
Schools.
Keywords: Transformational Leadership, Academic Optimistic Culture, Empowerment,
Work Motivation and School Effectiveness
INTRODUCTION
Judging from output such as academic achievement, Medan State Junior High School
still has poor performance. The facts show that the academic achievement of SMP Negeri
Medan is still behind those of private SMP. Ministry of Education and Culture
publications cited through The Asian Parent Indonesia on school achievement which
measures the achievement of schools for junior high schools throughout Indonesia
mailto:indraprasetia@umsu.ac.id
mailto:srimelfayetty@unimed.ac.id
mailto:rosmaladewi@unimed.ac.id
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Teacher Empowerment and Motivation Along Its Impact on the Effectiveness of
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through the integrity index of national exam scores (UN) for 6 consecutive years,
showing data that none of Medan State Junior High Schools entered as a school with
achievement. . The following is a list of the best SMP in Indonesia according to the
Ministry of Education and Culture as shown in table 1 below:
Table 1 State Junior High Schools with Achievement in Indonesia
The Ministry of Education and Culture's Version
No Province Regency/City The Name of School
1 Nanro Aceh
Darusalam
Banda Aceh SMP Negeri 19
Percontohan
2 Sumatera Utara Medan SMP Sutomo 1
3 Sumatera Barat Padang
Padang
Padang
Padang
Padang
Padang
SMP Negeri 2
SMP Negeri 1
SMP Negeri 11
SMP Negeri 12
SMP Negeri 8
SMP Negeri 7
4 Riau Pekanbaru SMP Negeri 4
SMP Negeri 1
5 Jambi Jambi SMP Negeri 1
6 Sumatera Selatan Palembang
Palembang
SMP Kesuma Bangsa
SMP Negeri 9
7 DKI Jakarta Jakarta SMP Negeri2
SMP Negeri 1
SMP Santa Ursula
SMP Katolik 2 Penabur
SMP Kanisus
Dst.. - - -
Source: The Asian Parent Indonesian, Juni 2016
Based on table 1 above, it can be said that the achievements of SMP Negeri Medan
are still lagging behind, both at the local and national levels as measured by the national
competency standards of graduates based on the results of the National Examination.
According to researchers, school effectiveness is still low because current school
practices are still using academic success criteria (output oriented) and not yet on the
success criteria of the internal process (internal process), namely the relationship
between organizational personalities (organizational climate) and harmonious
relationships (environmental adaptation) in organizational environment, so that the
effectiveness of internal and external schools is difficult to achieve. Schools that focus on
output oriented can in fact cause inequality when linked to the school system. A good
Indra Prasetia, Sri Melfayetty, Rosmala Dewi
278
system, where every school element is dependent on and contributes so that they are
able to support the school, namely leadership, school culture, empowerment and
motivation. To maximize effectiveness, the internal elements of the school, regarding
leadership, school culture, member empowerment and motivation must work in
harmony.
LITERATURE REVIEW
Supardi defines school effectiveness as referring to the empowerment of all school
components as a place of learning based on their respective main tasks and functions in
the program structure with the aim that students learn and have set results..1 The
perspective on school effectiveness, referring to Hoy and Miskel emphasizing the social
system model can serve as a theoretical guide to understanding school effectiveness as
well as assessing the actions needed to improve school effectiveness, among (1) input
criteria, (2) transformational criteria, ( 3) outcome criteria.2 Inputs to schools include
environmental components that affect organizational effectiveness. Inputs can be
monetary or non-monetary. Monetary sources refer to the taxpayer's wealth, money,
things that can be bought with money (school facilities and infrastructure), it can also be
staff and teachers, instructional technology. The transformation criteria are the quantity,
quality and consistency of the internal processes and structures that convert inputs into
results. Such as the structure and content of the curriculum, the health of the school
climate and interpersonal, the level of student motivation, the leadership of the
principal, the teaching and learning activities of teachers, and school culture. The
expected outcome criteria are input characteristics. The output expected by the school is
the school's achievement produced by the learning and management process in schools.
Various research results known as "State of the Art" by such as Reynolds, et al
(2013); Muijs, et al (2013); and Hopkins, et al (2013) which summarized Scheerens about
1Supardi. Sekolah Efektif: Konsep Dasar dan Praktik. Raja Grafindo Persada. Jakarta. 2013, p. 4
2Hoy, W.K dan Miskel, C.G. Administrasi Pendidikan: Teori, Riset dan Praktik. Pustaka Pelajar.
Jogjakarta. 2014., p 454.
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a general picture given of the most relevant factors in their respective three sub-fields of
school effectiveness, as shown in table 2 below:
Table 2 Sub-Sector Research on School Effectiveness (Schereens, 2015)
Educational
Effectiveness Research
(EER)
Teaching Effective (TE) School and System
Improvement (SSI)
1. Effective Leadership
2. Academic focus
3. A positive orderly
climate
4. High expectations
5. Monitoring progress
6. Parental
involvement
7. Effective teaching
(time)
8. Staff professional
development
9. Pupil involvement
1. Opportunity to learn Time
2. Classroom management
3. Structuring and scaffolding,
including feedback
4. Productive class-room
climate
5. Clarity of presentation
6. Enhancing self
regulatedlearning
7. Teaching meta-cognitive
strategies
8. Teaching modelling
9. More sophisticated
diagnosis
10. Importance of prior
knowledge
1. Dimensions of
organizational health
2. School based review
3. School development
planning
4. Comprehensive
5. School Reform
6. Facets of educational
leadership
(transformational,
instructional,
distributed)
7. Effective systemic
reform; see page 15
Hopkins et al., among
others, student
achievement and
teaching quality
emphasis
The results of other international studies, summarizing the British research
literature as Sammons, et al conveyed 11 key factors of school effectiveness. As shown
in the following table:
Table 3 Characteristics of School Effectiveness (Sammon, et al, 1995)
Criteria Indicator
1. Professional Leadership Bold and purposeful, participatory management
approach
2. Goals and Vis ion Focus Unity of purpose, consistency of practice, close
togetherness and collaboration
3. The school environment is
supportive
Orderly and neat atmosphere, attractive work
environment
4. Concentration on teaching and
learning
Maximizing learning time, academic emphasis,
focus on achievement
5. High expectations Expectations of success are high, communicate
expectations, provide intellectual challenges
6. Positive reinforcement Clarity of rules, discipline, enforcement of
sanctions and rewards
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7. Monitoring progress Monitoring student performance, supervising
and assessing teacher and school performance
8. Rights and responsibilities of
students
Awards high student achievement, student
engagement, and homework
9. Purposeful teaching Clarity of learning objectives, structured
teaching, adaptive teaching approaches
10. Learning organization Staff development and empowerment
11. The school-parent relationship Cooperation, involvement and parental
participation
METHODOLOGY
This research is a quantitative research. According to Creswell, quantitative research is
a method for testing certain theories by examining the relationship between variables.
This study tries to examine the influence between the independent variables
(exogenous), namely transformational leadership (X1) and academic optimistic culture
(X2) with the dependent variable (endogenous) namely empowerment (Y1) and teacher
work motivation (Y2) and school effectiveness (Y3). causality, both direct and indirect
effects in the path analysis framework of the decomposition model. The sample of this
study were 304 teachers with the status of civil servant teachers, who came from 44 SMP
Negeri Medan, where the sample was drawn by proportional sampling. Data collection
tools used in this study using a questionnaire or questionnaire. The questionnaire used
was in the form of a closed written question, using a Likert scale of measurement (1 =
strongly disagree, 2 = disagree, 3 = quite agree, 4 = agree, and strongly agree), where the
validity and reliability of this research instrument have been tested. While the data
analysis technique used in the study is Path analysis to test the hypothesized model,
namely:
Sub structure-1 : Y1 = ρY1X1 X1 + ρY2X2X2 + ε1........................................................... …..
(1)
Sub structure-2 : Y2 = ρY2X1 X1 + ρY2X2X2 + ρY2Y1Y1 + ε2................................................
(2)
Sub structure-3 : Y3 = ρY3X1 X1 + ρY3X2X2 + ρY3Y1Y2 + ρY3Y2Y2 + ε3...................................
(3)
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FINDINGS AND DISCUSSION
Test data analysis requirements
Test data analysis requirements are needed to determine whether data analysis for
hypothesis testing can be submitted or not. Testing the research data in relation to the
use of path analysis requires several analysis requirements, namely testing (1) data
normality, (2) linearity test and (3) multicollinearity. The data normality test used the
Kolmogorov-Smirnov with the provisions of the Asymp value. Sig (2-tailed)> α. The
results of the Kolmogorov-Smirnov test show that X1 = 0.517, X2 = 0.563 Y1 = 0.248, Y2
= 0.090 and Y3 = 0.079> 0.05, the population is normally distributed. Furthermore, to test
linear or not use the linearity test with the F test. Testing criteria: reject Ho if the
significance of Fcount > 0.05 or accept Ho if the significance of Fcount ≤0.05. The
following is a summary of the results of the linearity test and the regression significance
test for each pair of exogenous variables with endogenous variables as presented in
Table 4 below.
Table 4 Summary of Linearity Test Results
N
o
Variable Exogenous to
Variable
Endogenous
Linearity Test
Fh Sig. Status
1 X1 with Y1 1,043 0,403 Linier
2 X1 with Y2 1,134 0,262 Linier
3 X1 with Y3 1,235 0,148 Linier
4 X2 with Y1 1,033 0,421 Linier
5 X2 with Y2 1,380 0,048 Linier
6 X2 d with Y3 0,734 0,923 Linier
7 Y1 with Y3 1,078 0,347 Linier
8 Y1 with Y2 1,049 0,394 Linier
9 Y2 with Y3 1,279 0,99 Linier
The results of the calculation of the linearity test with deviation from Linearity
obtained all significant values greater (sig)> 0.05. Based on the results of the analysis, it
can be concluded that all forms of regression are linear and mean at α of 0.05. The next
stage is multicollinearity testing. This intercorrelation is seen using the correlation
coefficient value between the independent variables, VIF and tolerance values, the
eigenvalue and condition index values, as well as the standard error value of the beta
Indra Prasetia, Sri Melfayetty, Rosmala Dewi
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coefficient or the partial regression coefficient. Based on the results of the
multicollinearity test, it can be summarized as follows:
Table 5 Summary of Multicollinearity Test
Model Regress Testing Counting Value Notes
X1 danX2 towardY1
Correlation rx1x2 = 0.103 < 0,8
There is no
multicollinearity
Eigenvalue 0,003 > 0,001
Error
Standard
X1 = 0,054, X2 = 0,045 < 1
VIF 1,011 < 10
X1 X2 and Y1 toward
Y2
Correlation rx1y1 = 0,168 rx2y1 = 0,274 <
1
There is no
multicollinearity
Eigenvalue 0,002 > 0,001
Error
Standard
X1 = 0,075, X2 = 0,64, Y1 =
0,080 < 1
VIF 1,105 < 10
X1 X2 Y1 and Y2
toward Y3
Correlation rx1y2 = 0,166 rx2y2 = 0,224
ry1y2 = 0,296 < 0,8
There is no
multicollinearity
Eigenvalue 0,002 > 0,001
Error
Standard
X1 = 0,061, X2 = 0,62, Y1 =
0,066 Y2 = 0,046 < 1
VIF 1,138 < 10
Based on the results of table 5 above, it can be concluded that multicollinearity
symptoms are not detected and do not occur in the regression model based on the
correlation coefficient values between independent variables, VIF and tolerance values,
eigenvalue and condition index values, and standard error values of beta coefficients or
partial regression coefficients.
Research Hypothesis Test
The findings of this study indicate that the hypothesis formulated is significantly proven
and accepted.
The first hypothesis: there is an effect of transformational leadership and a
culture of academic optimism on the empowerment of teachers at SMP Negeri Medan.
The hypothesis testing criteria is accepted if Fcount> Ftable at α = 0.05. With df = (2; 301)
for α = 0.05 for Ftable = 3.04, and α = 0.01 for Ftable = 4.71. The calculation result for
Fcount = 15.774 at α = 0.05 so that Fcount> Ftable or 15.774> 3.04. Likewise for α = 0.01
then Fcount> Ftable or 15.774> 4.71. These results indicate that the hypothesis is accepted
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or the decision is that there is an effect of transformational leadership and a culture of
academic optimism collectively on the empowerment of teachers at SMP Negeri Medan.
The magnitude of the coefficient is determined by R2y1x2x1 of 0.095. This means that
the effect of the transformational leadership variable and the academic optimistic culture
as a whole has an effect on the empowerment of Medan Junior High School teachers by
9.5% and the amount of influence on other variables (ρy1ϵ1 = 1 - 0.095 = 0.905) is 90.5%.
Second Hypothesis: There is an effect of transformational leadership, academic
optimism culture, and empowerment on the work motivation of Medan State Junior
High School teachers. The hypothesis testing criteria is accepted if Fcount> Ftable at α
= 0.05. With df = (3; 300) for α = 0.05 for Ftable = 3.04, and α = 0.01 for Ftable = 4.71. From
the calculation, it is known that Fcount = 13.840 and Ftable = 3.88 so that Fcount> Ftable
or 13.840> 3.88 so that the research hypothesis is accepted, there is an effect of
transformational leadership, academic optimism culture and empowerment on the work
motivation of teachers at SMP Negeri Medan. The amount of the determinant coefficient
(Rsquare) or R2y2y1x1x2 is 0.122 or 12.2%, which means that transformational
leadership, academic optimism culture and empowerment have an effect on the work
motivation of Medan Junior High School teachers by 12.2%. While the influence of other
variables, namely ρy2ε2 = 1 - 0.122 = 0.878 or 87.8%.
Third Hypothesis: There is an effect of transformational leadership, academic
optimism culture, and empowerment and work motivation on the effectiveness of
SMP Negeri Medan. The results of the calculation of the value of Fcount = 14.322 with
Ftable at dk (4, 299) = 2.41 at a significant level of 0.05. Because Fcount> Ftable or 14.322>
2.41, it can be concluded that there is an effect of transformational leadership, academic
optimism culture, empowerment, and teacher work motivation on the effectiveness of
Medan State Middle Schools. The amount of determinant coefficient (Rsquare) or
R2y3y2y1x1x2 is 0.161 or 16.1%. This means that transformational leadership, academic
optimism culture, empowerment and teacher work motivation affect the effectiveness of
Medan Junior High School by 16.3%. While the influence of other variables, namely
ρy3ε3 = 1 - 0.161 = 0.839 or 83.9%.
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The results of this research are summarized in the table below:
Table 6 Summary of the Decomposition of the Path Coefficient Values,
Direct, Indirect, and Total Influence
Model Variable Influence
Causal Influence
Direct
Indirect Total
Influence
Y1 Y2 Y1 dan Y2
I
X1 toward Y1
X2 toward Y1
0,141
0,260
-
-
-
-
-
-
0,141
0,260
II
X1 toward Y2
X2 toward Y2
Y1 toward Y2
0,111
0,148
0,237
0,033
0,062
-
-
-
-
-
-
-
0,331
0,580
0,237
III
X1 toward Y3
X2 toward Y3
Y1 toward Y3
Y2toward Y3
0,121
0,142
0,173
0,185
0,024
0,045
-
-
0,020
0,027
0,044
-
0,006
0,011
-
-
0,171
0,225
0,217
0,185
Based on table 6 above, visually the research model path diagram is as follows.
Figure 1 Research Path Diagram
This study has proven both simultaneously and partially that transformational
leadership, academic optimism culture, empowerment and teacher work motivation
have a positive and significant effect on school effectiveness. Transformational
0,141
ε3 = 0,839
ε1 = 0,905
X1
Y2
Y3
X2
Y1
0,309
0,173
0,121
0,142
0,185
0,142
0,260
0,111
0,237
ε2 = 0,878
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leadership is concerned with achieving school effectiveness. Wang, et al.
Transformational leadership is effective for improving team and individual
performance.3 Because transformational leadership has a clear vision and purpose (sense
of purpose), and is able to move teachers to achieve more than they believe in and extra
efforts from teachers. In addition, Moolenaar, et al. Transformational principal
leadership pays attention to the needs and potential for personal development of each
teacher, delegates assignments, guides and provides constructive feedback (giving
constructive feedback)..4 Thus, transformational leaders are leaders who have a central
and strategic role in bringing the organization to its goals, because it has a
transformational effect both at the organizational level and at the individual level.
Likewise, school culture is closely related to school effectiveness. McGuigan and Hoy, a
school that has a strong academic optimistic culture, with a clear mission and principles
that are applied and understood by every member of the organization and stakeholders
will improve student achievement and school effectiveness..5 School culture has a very
strategic role in the success of a school in the long run as a means for organizational
members to meet their needs and achieve their goals. A school with a weak culture, then
the school is prepared for a change. If the core values of the school are strongly adhered
to, well regulated, and widely perceived, it will have an impact on school effectiveness.
Wu and Lin, a strong and healthy academic culture of optimism, can function as a
binding demand for school members because it is formally formulated into various
school rules and regulations..6 Thus, a culture of academic optimism will create
3Wang, G., Courtrigh, S.H., Colbert, A.E. Transformational Leadership and Performance Across
Criteria and Levels: A Meta-Analytic Review of 25 Years of Research. Journal Group and Organization
Management, Vol 36 No 2, 2011, p 12
4Moolenaar, N.M., Daly, A.J., Sleegers, P.J.C. Occupying the Principal Position: Examining
Relationships Between Transformational Leadership, Social Network Position, and Schools’ Innovative
Climate. Educational Administration Quarterly 46(5), 2010, p 24-34
5McGuigan, L., Hoy, W.K. Principal Leadership: Creating a Culture of Academic Optimism to Improve
Achievement for All Students. Journal Leadership and Policy in Schools 5(3), Sept 2006.
6Wu, J.H., Lin, C.Y. A Multilevel Analysis of Teacher and School Academic Optimism in Taiwan
Elementary Schools. Asia Pasific, 2017.
https://www.researchgate.net/journal/6547-8452_Leadership_and_Policy_in_Schools
Indra Prasetia, Sri Melfayetty, Rosmala Dewi
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increased productivity and performance. A strong academic optimistic culture can affect
school effectiveness.
Increasing school effectiveness, of course, must be followed by empowering
teachers. Manian, et al. Empowerment will make teachers have the power to be able to
make choices and participate at a more responsible level which will ultimately lead to
feelings of happiness in the teachers and staff and result in teachers and staff thinking
positively about their environment.7 Hinrichs empowerment is related to organizational
effectiveness, its management is very dependent on the management of all sub-systems
either individually or as a whole system.8 Therefore each school personnel occupies an
important position and role, taking responsibility in developing and advancing each
sub-system for the progress of the school as a whole. Dizgah, et al. Utilizing all the
potential of human resources will build good cooperation with all elements of the school
which is very important both internally and externally..9 The existence of schools shows
aspects of organizational behavior consisting of principals, teachers, students and other
school personnel, and their performance is strongly influenced by the involvement and
participation of all human components in the school organization. Because the
achievement of school goals basically depends on the level of optimal functioning of all
organizational components.
Likewise, work motivation is one of the factors that determines the effectiveness
of schools. How big or small the influence of motivation on a person's performance
depends on how much motivation intensity is given. Teacher work motivation is a
process carried out to mobilize teachers so that their behavior can be directed towards
7Maniam, I.D., Pihie, Z.A.L., Basri, R.B. The Mediating Effect of Teachers’ Empowerment on
Transformational Leadership and School Effectiveness. International Journal of Humanities Social Sciences
and Educatioan. Vol 4 Issue 10, October 2017.
8Hinrichs, J.R. Survey Data as a Catalyst For Employee Empowerment and Organizational
Effectiveness. Management Decision System, Inc., 397 Bostom Post Road Darien. Spring Science Business
Media New York. 1991.
9Dizgah, M.R., Chegini, M.G., Farahbod, F., Kordabadi. Employee Empowerment and Organizational
Effectiveness in the Executive Organizations. Journal of Basic and Applied Scientific Research, Vol 1, No 9,
2011.
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concrete efforts to achieve predetermined goals. Teacher work motivation is the
willingness of the teacher to do the added assignments. Dobre said that work motivation
is closely related to performance and work results.10 With work motivation, a teacher
has the strength within himself to achieve predetermined goals. The power can come
from within him, it can also come from other people. In addition, work motivation can
be said to be the process of influencing the people they lead to do the desired work in
order to achieve the desired and predetermined goals. Manzoor with work motivation,
the results are expected to be in accordance with the goals that have been set.11
CONCLUSION
The findings of this study are summarized as follows:
1. Simultaneously and partially transformational leadership and a culture of
academic optimism have a positive and significant effect on the
empowerment of teachers at SMP Negeri Medan. Thus, these findings
explain that transformational leadership and a culture of academic
optimism contribute simultaneously and partially and significantly to
teacher empowerment. Where together transformational leadership and
culture have an influence of 9.5% on teacher empowerment in Medan State
Junior High School, while the remaining 90.5% are influenced by other
factors outside of transformational leadership and academic optimistic
culture.
2. Simultaneously or partially the variables of transformational leadership,
academic optimism culture and empowerment have a positive and
significant effect on the work motivation of teachers of SMP Negeri
Medan. Thus, these findings explain that transformational leadership, a
10Dobre, O.I. Employee Motivation and Organizational Performance. Review of Applied Socio-
Economic Research, Vol 5, Issue 1, 2013.
11Manzor, QA. Impact of Employees Motivation on Organizational Effectiveness. European Journal
Business and Management, Vol. 3, No. 3. 2011
Indra Prasetia, Sri Melfayetty, Rosmala Dewi
288
culture of academic optimism and empowerment contribute
simultaneously and partially and significantly to the work motivation of
Medan Junior High School teachers. Where transformational leadership,
school culture and teacher empowerment jointly affect the work
motivation of Medan Junior High School teachers by 12.2%, while the
remaining 87.8% is influenced by other factors outside of transformational
leadership, school culture and teacher empowerment.
3. Simultaneously or partially the variables of transformational leadership,
academic optimism culture, empowerment and teacher work motivation
have a positive and significant effect on the effectiveness of SMP Negeri
Medan. Thus these findings explain that transformational leadership, a
culture of academic optimism, empowerment and teacher work
motivation contribute either simultaneously or partially to the
effectiveness of SMP Negeri Medan. Where transformational leadership,
academic optimism culture and teacher empowerment and teacher work
motivation together have an effect on the effectiveness of SMP Negeri
Medan by 16.1%, while the remaining 83.9% is influenced by other factors
outside of transformational leadership, academic optimism culture and
empowerment. as well as teacher work motivation.
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