Illustration image by AIThe study, conducted by Robinson together with Nurlaili, Usfandi Haryaka, Widyatmike Gede Mulawarman, Azainil, and Laili Komariyah, analyzed data from 137 teachers across six state junior high schools in North Sangatta District. Its findings matter because teacher performance is widely recognized as one of the strongest predictors of student learning outcomes and overall school quality, especially in developing and resource-diverse regions such as East Kutai.
Why Teacher Performance Matters
Teachers sit at the core of the education system. Their performance determines how lessons are planned, delivered, and evaluated, and how students engage with learning. In East Kutai, as in many regions of Indonesia, teacher performance has shown uneven patterns. Some teachers demonstrate high professionalism and adaptability, while others struggle to meet evolving educational demands.
According to the authors, these differences are not only personal. They are closely linked to how schools are led, how teachers manage emotions in daily interactions, and how strong or weak the school’s organizational culture is. The study positions schools not just as instructional spaces, but as organizations shaped by leadership, shared values, and workplace climate.
How the Study Was Conducted
The research used a quantitative survey approach. Teachers from six public junior high schools—SMPN 1 to SMPN 6 Sangatta Utara—completed structured questionnaires measuring four key areas:
- Principal leadership
- Teachers’ emotional intelligence
- School organizational culture
- Teacher performance
The responses were analyzed using statistical regression and pathway analysis to see how each factor influenced teacher performance, both directly and indirectly. This approach allowed the researchers to identify not only which factors mattered most, but also how they interacted with each other.
Key Findings at a Glance
The results point to a clear hierarchy of influence:
- Principal leadership emerged as the strongest predictor of teacher performance (β = 0.410). Schools with effective principals consistently showed higher teacher performance levels.
- Emotional intelligence had a positive and significant effect (β = 0.298). Teachers who manage emotions well, show empathy, and maintain healthy relationships tend to perform better.
- Organizational culture also showed a significant positive influence (β = 0.267), reinforcing discipline, collaboration, and innovation among teachers.
- Together, these three factors explained 67.1 percent of the variation in teacher performance, a substantial figure in educational research.
One of the most notable findings is that organizational culture acts as the main bridge between leadership and performance. The indirect effect of leadership through school culture was very strong, indicating that principals shape results largely by building shared values, norms, and work habits.
Leadership Shapes Culture, Culture Shapes Performance
The study shows that principals influence teachers not only through direct supervision, but also by creating a professional environment where expectations are clear and collaboration is encouraged. When school culture supports teamwork, open communication, and professional growth, teachers are more likely to plan lessons carefully, engage students actively, and evaluate learning effectively.
As the authors explain, leadership that emphasizes vision, motivation, and example tends to leave a lasting imprint on how schools function day to day. Emotional intelligence, while important, played a more direct role rather than acting as a mediator in this model.
Implications for Education Policy and Practice
For education authorities and policymakers, the findings carry a practical message: improving teacher performance cannot rely on teacher training alone. Strengthening principal leadership and school culture should be a strategic priority.
Leadership development programs for school principals, particularly those focusing on academic supervision and organizational management, could yield broad benefits. At the same time, schools can invest in initiatives that strengthen culture, such as collaborative planning, recognition systems, and open communication forums.
For teachers, the study underscores the value of emotional intelligence in daily practice. Skills such as self-control, empathy, and social awareness support smoother classroom interactions and stronger professional relationships.
Author Perspective
In the study, Robinson and colleagues emphasize that leadership works best when it builds systems rather than depending on individual authority. Drawing on organizational culture theory, they argue that principals who shape norms and values create conditions where teachers can consistently perform at their best.
Their analysis supports international leadership and organizational research while adding evidence from the Indonesian school context, particularly from regions outside major urban centers.
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