66 

 

https://doi.org/10.21009/JISAE 

JISAE (Journal of Indonesian Student Assessment and Evaluation) 

ISSN : P-ISSN: 2442-4919│E-ISSN: 2597-8934 
Vol 8 No 1 (2022) 

Website  : http://journal.unj.ac.id/unj/index.php/jisae 

    

BUILDING TEACHERS' CREATIVITY IN LEARNING 

DEVELOPMENT THROUGH TRANSFORMATIONAL LEADERSHIP 

AND KNOWLEDGE SHARING IN THE PANDEMIC ERA IN STATE 

ELEMENTARY SCHOOLS IN THE EAST JAKARTA REGION 
 

 

 

12Prodi Manajemen Pendidikan, Fakultas 

Ilmu Pendidikan, Universitas Negeri 

Jakarta 
3Fakultas Teknik dan Ilmu Komputer 

Universitas Indraprasta PGRI Jakarta 

 

ABSTRACT 

Efforts to increase teacher creativity impact students, especially 

in improving students' thinking skills to be creative. This study 

explains teachers' creativity in teaching during the covid 19 

pandemic. This study uses a quantitative method that explains 

the relationship between variables using Structural Equation 

Modeling Partial Least Square (SEMPLS) based on variance. 

Respondents in this study were Madrasah teachers in West 

Java-Indonesia using an online survey. The results of this study 

indicate that transformational leadership and knowledge 

sharing influence teacher creativity. In the end, this study 

provides input for schools to give full attention to these 

variables in increasing teacher creativity, which can increase 

student creativity. 

Keywords: Creativity, Transformational Leadership, Sharing 

Behavior 

 

Address for Correspondence:  

unifahrosyidi@unj.ac.id1, 

nurhattati.unj.ac.id,2 

rahmatiahahmadnasution@gmail.com3,  
 

 

INTRODUCTION 

In 2020 the whole world was hit by a global pandemic, namely the emergence of the 

coronavirus disease 2019 (COVID-19), infecting most of the world, including Indonesia. This 

virus is dangerous because it spreads quickly and causes more severe infections in human 

organs. With the COVID-19 pandemic, the order of people's lives has undergone various 

changes, one of which is a change in the field of education, which is done face-to-face, currently 

being done online. 

The change from face-to-face learning to online learning requires careful preparation. 

The changes teachers must prepare are lesson plans, identifying essential materials, methods to 

be carried out, and learning outcomes assessment. Teachers must make these changes because 

education requires professional management in that it is managed in a systemic, comprehensive, 

sustainable manner and involves all stakeholders. 

Creativity is critical in education because it is related to teaching to improve student 

competence. Many studies show that when teachers do creative thinking, it will encourage 

students to do something creative. Creative teaching carried out by teachers is a significant way 

to generate creativity for the students themselves. 

 

Unifah Rosyidi1, 

Nurhattati2, Rahmatiah3 

http://journal.unj.ac.id/unj/index.php/jisae
mailto:unifahrosyidi@unj.ac.id
mailto:rahmatiahahmadnasution@gmail.com


67|JISAE (Journal of Indonesian Student Assessment and Evaluation)|Volume 8 Number 1 

With the online learning system, educational institutions such as schools must be able to 

utilize network technology and information technology to support learning. However, online 

learning is not as easy as imagined. However, many obstacles were found, such as the 

limitations of students, parents in using and accessing online learning media with laptops or 

smartphones, weak internet network, high quota fees, and not The focus is on parents 

accompanying and supervising their children in online learning in their respective homes. 

In the online learning system, the position of creative teachers is essential. In this 

context, there are three criteria for creative teachers: first, always do creative thinking by using 

various approaches to create ideas or ideas. Second, make new things to generate valuable 

ideas. Third, teachers formulate, refine, analyze, and evaluate their ideas (Piirto, 2011). 

According to Lawrence (2015), a teacher can be said to be creative by doing work 

professionally, acting on knowledge and intuition, carrying out, doing and producing the best 

possible work, emphasizing processes, not results, and always making developments in learning. 

Teachers, as the center of student behavior change (students), are required to have the 

ability to provide the best service to students because teachers are "agents of behavioral 

change," "agents of cultural transmission," and "agents of the next generation shaper." Thus, 

teachers are expected to prepare well and develop their creativity in planning, implementing, 

evaluating, and developing educational activity programs in order to be able to produce quality 

education that meets expectations. To achieve this, schools must have a professional 

management system that involves various elements of education stakeholders and supports the 

professional development of teachers, students, and the community. In fact, in the future, 

schools will become essential because they must have professional, institutional capacity. This is 

in line with the 21st-century learning concept, which states that teachers must have four 

competencies, namely, (Communication Skills, Critical Thinking, Problem-Solving Skills, 

Creativity and Innovation, and Collaboration) (Tavis D. Jules & Kelly Sundberg, 2018). 

The form of teaching meant by the teacher with his creativity can develop and improve 

students' creative thinking and behavior so that students know what competencies they have. 

One way to develop and improve student creativity is that the teacher must be able to find 

student creativity first. The same thing was expressed (Tran et al., 2016) in the results of 

research that stated teacher creativity and related to pedagogy, namely teaching for creativity. 
Many factors can affect teachers' creativity, both internal and external factors. As 

revealed by (Robbins & Judge, 2017) states that one of the factors that can influence creativity is 

transformational leadership, which positively affects creativity. In addition, a leader needs to pay 

attention to factors that can reduce creativity. This follows the results of previous studies, 

which state that transformational leadership has a positive and significant effect on teacher 

creativity. The results of this study confirm that transformational leadership is one of the 

essential variables that can influence and increase the creativity of teachers and students. In 

addition to leadership influencing creativity, another factor is sharing behavior; this is stated by 

(Dong et al., 2017), suggesting ways to increase creativity through developing individual skills 

and sharing team knowledge. 

According to (Son et al., 2017), in their research, it is stated that to increase creativity, 

one of them is to be mediated by knowledge sharing carried out by a leader to his members. 

The same thing was also expressed by (Cabrera et al., 2005); sharing knowledge is not only 

related to creativity but can create new or innovative ideas. Based on this narrative, teachers 

must be creative and continue to show the dedication that is much needed in the current 

pandemic situation so that the learning process runs optimally; why creativity and dedication 



68 

are needed because it will be challenging to provide the best learning process for children 

without the creativity and dedication of teachers in the learning process itself. 

Specifically, this study aims to describe creativity influenced by transformational 

leadership and knowledge sharing in the pandemic era at State Elementary Schools in the East 

Jakarta Region. The unit of analysis is the Principal and SDN Teachers (as respondents). The 

population includes 429 teachers from the sample determined based on the solving formula 

totaling 210 selected randomly using a data collection instrument in the form of a questionnaire. 

Analyzed with path analysis techniques (Path Analysis) and SEM calculations to achieve research 

results in the form of a description of creativity, transformational leadership, and knowledge-

sharing behavior. 

Methods 

This research uses a quantitative approach with survey methods, path analysis 

techniques (Path Analysis), and calculations using Structural Equation Modeling (SEM). Variables 

in path analysis consist of exogenous and endogenous variables. In this study, exogenous 

variables consist of transformational leadership (X1) and knowledge sharing (X2). The 

endogenous variable is creativity (Y). The three variables are thought to affect each other. The 

influence between the three variables can be described in the research constellation as follows: 

 

 

 

 

 

 

 

 

 

 

 

Figure: Intervariable Model 

Based on the picture above, it is known that the inter-variable model is designed to 
determine; (1) The effect of transformational leadership on creativity, (2) The effect of 

knowledge sharing on creativity, (3) The effect of transformational leadership on sharing 

behavior. Data analysis techniques used are descriptive statistical techniques and parametric 

inferential statistics, with Structural Equation Modeling (SEM), and through descriptive statistics, 

the data can be seen in frequency distribution tables and histograms. Meanwhile, through 

parametric inferential statistics, the standard deviation and variance will be seen as well as the 

data distribution in the histogram frequency distribution table. Before testing the hypothesis, a 

normality test was first performed using the Lilifors technique. Then performed regression 

analysis, regression significance test, and regression linearity test. Data analysis for hypothesis 

testing was carried out using path analysis techniques, namely the established techniques, to 

explain the influence between research variables. 

 

 

 

RESULTS AND DISCUSSION 

Transformational 

Leadership (X1) 

 

Knowledge Sharing 

(X2) 

Creativity (Y) 

 



69|JISAE (Journal of Indonesian Student Assessment and Evaluation)|Volume 8 Number 1 

Transformational Leadership Research on Creativity. Knowledge sharing is a 

systematic process of sending, distributing, and disseminating knowledge from a person or 

group to people or those who need it using various media. Knowledge sharing is included in the 

management category that essentially provides opportunities for members of the organization 

to broadly continue to learn and learn to all so that they can improve their competencies 

independently.  

The implementation of various knowledge is an effort to meet the needs of global 

market competition and the development of information technology. In the 21st century, the 

success of an organization depends on the sharing behavior carried out within the organization. 

Knowledge sharing is carried out because everyone has different knowledge from one another 

so that the organization continues to run dynamically; the members of the organization must 

share knowledge because it will generate creative ideas from fellow members. 

This was stated by (Dong et al., 2017), suggesting ways to increase employee creativity 

through individual skill development and team knowledge sharing. According to (Son et al., 

2017), in the results of their research, it is stated that to increase creativity, one of them is 

mediated by knowledge sharing carried out by a leader to his members. The same thing was 

also expressed by (Cabrera et al., 2005); sharing knowledge is not only related to creativity but 

can create the creation of new knowledge or innovative ideas. 

Transformational Leadership Against Knowledge Sharing. Much of the literature states 

that the concept of transformational leadership is a process in which followers and leaders 

elevate each other to a higher level of motivation and morality. Leaders try to raise awareness 

of their followers by appealing to ideals and moral values like humanity, peace, equality, justice, 

and freedom are not based on emotions like hatred, jealousy, greed, and fear. 

Furthermore, many experts also define transformational leadership in terms of its effect 

on followers: they feel respect, loyalty, admiration, and trust in their leaders. In addition, 

followers tend to act beyond their expectations. Researchers suggest that leaders motivate and 

transform followers by (1) activating their higher levels of needs, (2) encouraging their self-

interest for the team and organizational advancement (3) making followers more aware of the 

importance of individual goals. In transformational leadership, followers are motivated by the 

leader to improve their performance. 
The implementation of transformational leadership is not only limited to increasing the 

interest of members in achieving organizational goals but must share knowledge, and this is to 

support members in participating in contributing to the organization. This is in line with the 

results of research which states that there is a relationship between transformational leadership 

and knowledge sharing. 

This illustrates that leaders who have foresight will always do their best and to maintain 

the sustainability of their organization, one way is by sharing knowledge with fellow members of 

the organization (Mihardjo et al., 2019). 

The same thing is also expressed in the results of the study which states that the 

relationship between transformational leadership and knowledge sharing shows a significant 

correlation. This influence is based on the behavior of a leader with a charismatic leadership 

approach, inspirational motivation, individual consideration and intellectual stimulation (RS-J. Lin 

& Hsioa, 2014). 

Based on the narrative above, the statistical hypothesis The hypothesis testing in this 

study is as follows: 



70 

1. Statistical hypothesis 1 H0:𝛽𝑦1 0 H1:𝛽𝑦1> 0 1=Transformational Leadership (X1) has a 
direct effect on Creativity (Y) 

2. Statistical hypothesis 2 H0 :𝛽𝑦2 0 H1:𝛽𝑦2> 0 31 2= Knowledge sharing (X2) has a direct 
effect on Creativity (Y) 

3. Statistical hypothesis 3 H0:𝛽𝑦3 0 H1:𝛽𝑦3> 0 3= Transformational Leadership (X1) has a 
direct effect on various knowledge (X2) 

The first hypothesis, there is a direct influence of transformational leadership (X1) on creativity 

(Y). From the calculation results between the positive direct effect of transformational 

leadership on creativity (βdirect = 0.187, p 
Second hypothesis, there is a positive direct effect of various knowledge (X2) on creativity (Y). 

From the calculation results between the positive direct effect of transformational leadership on 

creativity (βdirect = 0.383, p 
Third hypothesis, there is a direct effect of transformational leadership (X1) on various 

knowledge (X2).From the calculation results between the positive direct influence of 

transformational leadership on creativity of (βdirect = 0.273, p 
Transformational Leadership Affects Creativity 

After calculating with the help of SEM and statistical analysis, it shows that there is a 

direct influence of transformational leadership on creativity. The results of this calculation show 

(pdirect = 0.187, <0.01), it can be concluded that transformational leadership has a direct and 

significant influence to creativity. The results of these calculations regarding the 

transformational leadership variable on creativity. The results of these calculations regarding the 

transformational leadership variable on creativity have an influence. This is supported by 

(Gumusluoglu & Ilsev, 2009) which says that transformational leadership affects creativity. 

In addition, Teymournejad & Elghaei, 2017), states that a person who carries out 

transformational leadership can be implemented by motivating his members, this can develop 

creativity, so that they can contribute in the form of suggestions, ideas and new solutions with 

the aim of improving their organization. According to (Gunduz et al., 2016) states that there is 

an influence between inspirational motivation, ideal influence and individual creativity. 

In this study, transformational leadership has three indicators, namely: first, inspirational 

motivation with sub indicators providing motivation and providing hope. Second, intellectual 

simulation with sub-indicators provides challenges and provides training. Third, the ideal 

influence with sub-indicators gives influence and provides an example. While creativity has 

indicators, namely: first, originality of ideas with sub indicators providing ideas and conducting 

exploration. Second, thinking with the sub-indicator has curiosity and freedom and third, 

fluency in thinking with the sub-indicator having imagination and being open to new things. 

1.      The direct effect of inspirational motivation is not significant on the originality of the 

idea, this can be known by the SEM calculation (βdirect = 0.121, p>0.05). 
2.      The direct effect of inspirational motivation is not significant on independent thinking 

(βdirect = 0.000, p>0.05). 
3.      The direct effect of inspirational motivation is not significant on fluency of thinking 

(βdirect = 0.121, p>0.05) 
4.      The direct effect of intellectual stimulation was not significant on the originality of the 

idea (βdirect = -0.027, p>0.05). 
5.      The direct effect of intellectual stimulation is not significant on independent thinking 

(βdirect = 0.014, p>0.05) 



71|JISAE (Journal of Indonesian Student Assessment and Evaluation)|Volume 8 Number 1 

6.      The direct effect of intellectual stimulation was not significant on fluency in thinking 

(βdirect = -0.016, p>0.05). 
7.      The direct effect of the ideal effect is not significant on the originality of the idea 

(βdirect = 0.110, p>0.05). 
8.      The direct effect of the ideal influence is significant on independent thinking (βdirect = 

0.186, p 

9.      The direct effect of ideal influence is not significant on fluency of thinking (βdirect = 
0.088, p>0.05). 

The results of the data above show that the indicators of inspirational motivation, 

intellectual stimulation and ideal influence are not significant on the originality of ideas, fluency 

of thinking and independent thinking. This can be interpreted as a principal who motivates 

teachers to increase their creativity and does not have a strong influence on the creation of 

originality of ideas, independent thinking and fluency in thinking. This can be due to the 

motivation given by the principal to the teachers does not inspire or interest the teacher in 

doing creativity. This is stated by (John R. Schermerhorn et al., 2010), which states that 

transformational leadership occurs when the leader can move and grow the interest of 

organizational members towards organizational goals. 

From the explanation above, if a leader only provides motivation, intellectual stimulation 

and gives influence to the teachers, it will not arouse creativity, because the teachers do not 

know what the process is for. So, a school principal to increase the creativity of teachers by 

means of a leadership approach must be accompanied by an explanation to the teachers of the 

principal's intention to provide motivation, stimulation and the ideal influence. This can be done 

by providing an explanation of the school's vision and mission, building a joint commitment to 

carry out the vision and mission, making strategies in carrying out the vision and mission and 

always communicating the vision and mission. 

In addition, according to (Jyoti & Dev, 2015) that transformational leadership affects 

creativity if it is accompanied by a learning orientation. They emphasize that the application of 

transformational leadership will encourage members to be able to think differently, generatively 

and exploratory which produces more solution and creative ideas. However, to generate these 

thoughts, a leader using transformational leadership must be accompanied by a learning 

orientation. 

This learning orientation emphasizes a leader providing opportunities to learn for his 

subordinates to be able to do something that can make a contribution to the organization. In 

this case, a leader does not limit his members to be able to develop their competence. Apart 

from that, leaders who emphasize this learning orientation can make organizational members 

commit to continue learning, keep their minds open, can share knowledge among others in the 

organization and can unify the understanding of the vision together to achieve organizational 

goals. 

In addition, the principal must provide an example or example to teachers regarding the 

development of creativity so that teachers can follow. Furthermore, the principal must have 

good self-confidence, full of confidence and not in doubt about what he does. If a school 

principal does not have such characteristics, how can these values be followed by teachers. A 
good leader is a leader who always provides direction, guidance and example to its members. 

The value is intended to increase the creativity of teachers in learning.  

 

 



72 

Transformational Leadership Affects Creativity 

After calculating with the help of SEM and statistical analysis, it shows that there is a 

direct influence of transformational leadership on creativity. The results of this calculation show 

(pdirect = 0.187, <0.01), it can be concluded that transformational leadership has a direct and 

significant influence to creativity. The results of these calculations regarding the 

transformational leadership variable on creativity. The results of these calculations regarding the 

transformational leadership variable on creativity have an influence. This is supported by 

(Gumusluoglu & Ilsev, 2009) which says that transformational leadership affects creativity. 

In addition, Teymournejad & Elghaei, 2017), states that a person who carries out 

transformational leadership can be implemented by motivating his members, this can develop 

creativity, so that they can contribute in the form of suggestions, ideas and new solutions with 

the aim of improving their organization. According to (Gunduz et al., 2016) states that there is 

an influence between inspirational motivation, ideal influence and individual creativity. 

In this study, transformational leadership has three indicators, namely: first, inspirational 

motivation with sub indicators providing motivation and providing hope. Second, intellectual 

simulation with sub-indicators provides challenges and provides training. Third, the ideal 

influence with sub-indicators gives influence and provides an example. While creativity has 

indicators, namely: first, originality of ideas with sub indicators providing ideas and conducting 

exploration. Second, thinking with the sub-indicator has curiosity and freedom and third, 

fluency in thinking with the sub-indicator having imagination and being open to new things. 
1.      The direct effect of inspirational motivation is not significant on the originality of the idea, this 

can be known by the SEM calculation (βdirect = 0.121, p>0.05). 
2.      The direct effect of inspirational motivation is not significant on independent thinking (βdirect = 

0.000, p>0.05). 
3.      The direct effect of inspirational motivation is not significant on fluency of thinking (βdirect = 

0.121, p>0.05) 
4.      The direct effect of intellectual stimulation was not significant on the originality of the idea 

(βdirect = -0.027, p>0.05). 
5.      The direct effect of intellectual stimulation is not significant on independent thinking (βdirect = 

0.014, p>0.05) 
6.      The direct effect of intellectual stimulation was not significant on fluency in thinking (βdirect = -

0.016, p>0.05). 
7.      The direct effect of the ideal effect is not significant on the originality of the idea (βdirect = 

0.110, p>0.05). 
8.      The direct effect of the ideal influence is significant on independent thinking (βdirect = 0.186, p 
9.      The direct effect of ideal influence is not significant on fluency of thinking (βdirect = 0.088, 

p>0.05). 
The results of the data above show that the indicators of inspirational motivation, 

intellectual stimulation and ideal influence are not significant on the originality of ideas, fluency 

of thinking and independent thinking. This can be interpreted as a principal who motivates 

teachers to increase their creativity and does not have a strong influence on the creation of 

originality of ideas, independent thinking and fluency in thinking. This can be due to the 

motivation given by the principal to the teachers does not inspire or interest the teacher in 

doing creativity. This is stated by (John R. Schermerhorn et al., 2010), which states that 

transformational leadership occurs when the leader can move and grow the interest of 

organizational members towards organizational goals. 



73|JISAE (Journal of Indonesian Student Assessment and Evaluation)|Volume 8 Number 1 

From the explanation above, if a leader only provides motivation, intellectual stimulation 

and gives influence to the teachers, it will not arouse creativity, because the teachers do not 

know what the process is for. So, a school principal to increase the creativity of teachers by 

means of a leadership approach must be accompanied by an explanation to the teachers of the 

principal's intention to provide motivation, stimulation and the ideal influence. This can be done 

by providing an explanation of the school's vision and mission, building a joint commitment to 

carry out the vision and mission, making strategies in carrying out the vision and mission and 

always communicating the vision and mission. 

In addition, according to (Jyoti & Dev, 2015) that transformational leadership affects 

creativity if it is accompanied by a learning orientation. They emphasize that the application of 

transformational leadership will encourage members to be able to think differently, generatively 

and exploratory which produces more solution and creative ideas. However, to generate these 

thoughts, a leader using transformational leadership must be accompanied by a learning 

orientation. 

This learning orientation emphasizes a leader providing opportunities to learn for his 

subordinates to be able to do something that can make a contribution to the organization. In 

this case, a leader does not limit his members to be able to develop their competence. Apart 

from that, leaders who emphasize this learning orientation can make organizational members 

commit to continue learning, keep their minds open, can share knowledge among others in the 

organization and can unify the understanding of the vision together to achieve organizational 

goals. 

In addition, the principal must provide an example or example to teachers regarding the 

development of creativity so that teachers can follow. Furthermore, the principal must have 

good self-confidence, full of confidence and not in doubt about what he does. If a school 

principal does not have such characteristics, how can these values be followed by teachers. A 

good leader is a leader who always provides direction, guidance and example to its members. 

The value is intended to increase the creativity of teachers in learning.  

Transformational Leadership Affects Knowledge Sharing 

After performing calculations with the help of SEM and statistical analysis, it shows that 

there is a direct effect of transformational leadership on knowledge sharing. The results of this 

calculation show (βdirect = 0.273, p <0.001). So it can be concluded that transformational 
leadership has a significant direct effect on knowledge sharing. 

The results of these calculations regarding the variable sharing of transformational 
leadership on knowledge sharing have an influence, these results are in accordance with the 

results of research from (Mihardjo et al., 2019) which illustrates that leaders who have foresight 

will always do their best and to maintain the sustainability of their organization, One way is to 

share knowledge with fellow members of the organization. 

Furthermore, according to (RS-J. Lin & Hsioa, 2014) states that the relationship between 

transformational leadership and knowledge sharing shows a significant correlation. The 

influence is based on the behavior carried out by a leader with a charismatic leadership 

approach, inspirational motivation, individual consideration and intellectual stimulation. 

The indicators in this study, transformational leadership has three indicators, namely: 

first, inspirational motivation; second, intellectual simulation; third, the ideal influence. 

Meanwhile, knowledge sharing has three indicators, namely: first, disseminating 

ideas/information. Second, expressing ideas through formal interactions. Third, communicating 

ideas/information through interaction.  



74 

When viewed from the three transformational leadership indicators, namely 

inspirational motivation, intellectual stimulation and the ideal influence of transformational 

leadership variables on knowledge sharing indicator variables, namely disseminating 

ideas/information, expressing ideas through formal interactions and communicating 

ideas/information through the following interactions: 
1.      The direct effect of inspirational motivation is not significant on disseminating ideas (βdirect = 

0.117, p>0.05), 
2.      2. The direct effect of inspirational motivation is significant on expressing ideas (βdirect = 0.190, 

p<0.05), 
3.      3. The direct effect of inspirational motivation is not significant on communicating ideas (βdirect 

= 0.010, p>0.05); 
4.      The direct effect of intellectual stimulation was not significant on disseminating ideas (βdirect = 

0.054, p>0.05), 
5.      The direct effect of intellectual stimulation was not significant on expressing ideas (βdirect = -

0.036, p>0.05), 
6.      The direct effect of intellectual stimulation was significant on communicating ideas (βdirect = 

0.191, p<0.05); 
7.      The direct effect of ideal influence is not significant on spreading ideas (βdirect = 0.080, p>0.05) 
8.      The direct effect of ideal influence is not significant on expressing ideas (βdirect = 0.046, 

p>0.05), 
9.      The direct effect of ideal influence is not significant on communicating ideas (βdirect = 0.074, 

p>0.05) 
The results of the data above show that the indicators of transformational leadership 

are inspirational motivation, intellectual simulation, ideal influence on variable indicators. , 

communicating ideas/information through interaction is significant. 

Furthermore, there are several indicators of transformational leadership on indicators of 

knowledge sharing that are not significant such as indicators of inspiration motivation not 

significant for disseminating ideas, inspirational motivation is not significant for communicating 

ideas, intellectual stimulation is not significant for disseminating ideas, intellectual stimulation is 

not significant for expressing ideas, ideal influence not significant for disseminating ideas, the 

ideal effect is not significant for expressing ideas, the ideal effect is not significant for 

communicating ideas. The correlation of the two indicator variables shows that the results are 
not significant, but they still have an influence and are related to each other. 

The results of the insignificant influence, of course, can be caused by various factors 

behind the sharing of knowledge. The concept of leadership is focused on providing inspiration 

and motivation to organizational members in achieving organizational goals. Leadership can be 

the ability possessed by a person to influence, motivate, inspire members of the organization in 

an effort to achieve organizational goals. 

Organizations can be successful in achieving their goals, depending on the leadership 

approach taken by organizational leaders. Furthermore, there are many approaches to 

organizational leadership, one of which is transformational leadership. According to (George & 

Jones, 2012), transformational leadership is leadership that inspires members to be able to trust 

the leader. 

According to (Griffin & Moorhead, 2014), transformational leadership is a person's 

ability to lead who can lead and make changes based on the vision and mission of the 

organization. Furthermore, according to George & Jones, the basic concept of transformational 

leadership has three concepts, namely: 1) Leaders who can increase organizational members' 



75|JISAE (Journal of Indonesian Student Assessment and Evaluation)|Volume 8 Number 1 

awareness of the importance of their duties; 2) Leaders who can help organizational members 

become aware of their need for growth, development; 3) Leaders who can motivate their 

members to work for the benefit of the organization. 

The concept of leadership according to George & Jones emphasizes how a leader can 

inspire, motivate and build awareness to its members to be able to develop personally and 

organizationally, so as to increase the participation of members of teachers to be able to share 

knowledge. The same thing was stated by Griffin & Moorhead, stating that a leader must 

recognize the need for future changes in the organization and be able to guide its members to 

be able to achieve organizational goals. 

Therefore, he calls knowledge sharing a process of exchanging information and based on 

that information, new knowledge is created by the recipient of the information. The concept 

shows that sharing, everyone who will do knowledge must know what is shared, why it should 

be shared, how to share it, and what media is used to share it, and with whom it is shared. 

 

CONCLUSION 

Based on the analysis and discussion that has been described in the previous chapter, 

the conclusions of this study are: 

First, Based on the results of the analysis and discussion, this study can be concluded 

that there is a direct and positive effect of transformational leadership on teacher creativity. 

These results are based on the findings of the research that has been done. The influence of 

transformational leadership on creativity can be seen from three indicators, namely ideal 

influence, inspirational motivation, intellectual stimulation. Based on the findings of this study, 

the three indicators have an influence on creativity. Thus, in an effort to increase teacher 

creativity, school principals must carry out transformational leadership with indicators of 

inspirational motivation, intellectual stimulation. 

Second, based on the results of the analysis and discussion, this research can be 

concluded that there is a direct and positive effect of sharing knowledge on teacher creativity. 

These results are based on the findings of the research that has been done. The effect of 

knowledge sharing on creativity can be seen from three indicators, namely disseminating 

ideas/information, expressing ideas through formal interactions, and communicating 
ideas/information through interactions. Based on the findings of this study, the three indicators 

have an influence on creativity. Thus, in an effort to increase teacher creativity, school principals 

must carry out various indicators of knowledge sharing. 

Third, based on the results of the analysis and discussion, this research can conclude 

that transformational leadership has a direct and positive effect on knowledge sharing. These 

results are based on the findings of the research that has been done. The influence of 

transformational leadership on knowledge sharing can be seen from three indicators, namely 

ideal influence, inspirational motivation, intellectual stimulation. Based on the findings of this 

study, the three indicators have an influence on knowledge sharing. Thus, in an effort to 

increase knowledge, the principal must implement the concept of transformational leadership 

with indicators of motivation, inspiration, and intellectual stimulation. 

Acknowledgments: 

1. Ministry of Research, Technology, and Higher Education 2. Chancellor of Jakarta State 

University 3. Vice Chancellor I of Jakarta State University 4. Head of Institute for Research and 

Community Service- Jakarta State University 5. Dean of the Faculty of Engineering, State 



76 

University of Jakarta 6 Education Management Education Study Program - Jakarta State 

University 7. Faculty of Education - Jakarta State University 8. Jakarta State University Students 

 

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