The Effect of Holistic Leadership by School Principals on Teacher Performance and School Effectiveness

Abstract

This study aims to analyze the influence of school principals’ holistic leadership on teacher performance and school effectiveness at Elite Madrasah Aliyah in Central Java. Holistic leadership is understood as a meta-strategic orientation that adaptively integrates the dimensions of transformational, instructional, distributed, and pedagogical leadership according to the context. The study employed a quantitative approach with a descriptive-correlational survey design. The study population consisted of all teachers from two Madrasah Aliyah Unggulan in Central Java, with a sample of 110 teachers selected using total sampling. The data collection instrument was a questionnaire using a Likert scale consisting of 5 indicators per variable (15 statements). Data analysis was conducted using simple linear regression with the aid of SPSS. The results indicate that holistic leadership does not have a significant effect on teacher performance (β = 0.016; t = 0.170; p = 0.865) or on school effectiveness (β = -0.018; t = -0.186; p = 0.853). These findings indicate that holistic leadership, when measured in isolation, is not sufficient to directly predict teacher performance and school effectiveness, and that there are other mediating or moderating factors that need to be considered. Practical implications and directions for future research are discussed.