The influence of the principal's situational leadership, school environment, and work culture on the achievement motivation of elementary school teachers

Tóm tắt

This study aims to analyze the influence of the principal's situational leadership, school environment, and work culture on the achievement motivation of elementary school teachers in South Banggai District. The background of the study is based on the phenomenon of low teacher achievement motivation which impacts the quality of performance and the achievement of educational goals. The study used a quantitative approach with a sample of 52 teachers from 8 elementary schools. Data were collected through questionnaires and analyzed using descriptive analysis techniques and hypothesis testing between variables. The results of the study indicate that: (1) the principal's situational leadership has a direct, positive, and significant effect on teacher achievement motivation; (2) the school environment has a direct, positive, and significant effect on teacher achievement motivation; (3) work culture has a direct, positive, and significant effect on teacher achievement motivation; and (4) there is an indirect influence of situational leadership and the school environment on teacher achievement motivation through work culture. These findings confirm that adaptive leadership, a conducive school environment, and a positive work culture are important determinants in building teacher achievement motivation in a sustainable manner. The implications of this research provide strategic recommendations for school principals and educational policymakers to strengthen situational leadership, create a supportive school environment, and foster an achievement-oriented work culture to improve the quality of basic education in South Banggai District.