The Role of Principal's Participative Leadership in Building Teachers' Intrinsic Motivation: Impact on Learning Quality

Erna Kusumawati 1 Indonesia
1 Universitas Bina Bangsa, Serang, Banten
Link Copied!
Published 2025-06-02
Vol. 4 No. 3 (2025) PAGES 634-642
DOI 10.51574/ijrer.v4i3.3198
Views / Downloads 416 351

The improvement of learning quality in Indonesia is greatly influenced by teacher performance and the effectiveness of principal leadership. This study aims to analyze the role of participatory leadership by principals in building teachers' intrinsic motivation and its impact on learning quality. We obtained data using a qualitative approach through in-depth interviews with teachers and principals, along with document analysis. The selection of research subjects used purposive sampling because the subjects had to meet several established criteria. To make the qualitative data easier to understand, thematic analysis was employed in this study's data analysis. The results of the study showed that the implementation of participatory leadership through teacher involvement in decision-making and granting autonomy was positively correlated with increased teacher intrinsic motivation (autonomy, competence, connectedness). We observed that teacher intrinsic motivation contributes to improving learning quality through teaching innovation, student interaction, and the development of relevant materials. The principal's participatory leadership was significant in fostering teacher internal motivation, which had a positive impact on the quality of school learning. The implications of the study emphasize the importance of adopting participatory leadership as a strategy for empowering teachers and improving the quality of education.

Kusumawati, E. (2025). The Role of Principal’s Participative Leadership in Building Teachers’ Intrinsic Motivation: Impact on Learning Quality . ETDC: Indonesian Journal of Research and Educational Review , 4(3), 634–642. https://doi.org/10.51574/ijrer.v4i3.3198
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Adu-Marfo, A. O., Asamoah, M. K., Aryeh-Adjei, A. A., & Miller-Young, J. (2024). Beliefs and factors influencing teachers’ deployment of social media in instructional delivery in public basic schools in a developing and low-tech country. Social Sciences and Humanities Open, 10(July), 101126. https://doi.org/10.1016/j.ssaho.2024.101126
  2. Albadi, N. M., Harkins, J., & O’Toole, J. M. (2018). Recent Reforms in Saudi Secondary Science Education: Teacher and Student Perceptions of Grade 10 Physics. International Journal of Science and Mathematics Education, 1–21. https://doi.org/10.1007/s10763-018-9881-3
  3. Ali, R. (2024). Navigating for smooth sailing: a qualitative analysis of factors affecting institutional adoption and diffusion of blended learning. Policy Reviews in Higher Education, 2969, 212–234. https://doi.org/10.1080/23322969.2024.2404858
  4. Alonso, R. K., Velez, A., Diego Mantecón, M. Á., & Heredia Oliva, E. (2025). Blended learning in higher education for the development of intrinsic motivation: a systematic review. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2487572
  5. Anselmus Dami, Z., Budi Wiyono, B., Imron, A., Burhanuddin, B., Supriyanto, A., & Daliman, M. (2022). Principal self-efficacy for instructional leadership in the perspective of principal strengthening training: work engagement, job satisfaction and motivation to leave. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2064407
  6. Burns, E. C., Martin, A. J., & Evans, P. A. (2021). The role of teacher feedback–feedforward and personal best goal setting in students’ mathematics achievement: a goal setting theory perspective. Educational Psychology, 41(7), 825–843. https://doi.org/10.1080/01443410.2019.1662889
  7. Clanton Harpine, E. (2024). Creating an Intrinsically Motivating Learning Environment: Promoting Student Engagement and Intrinsic Motivation. In Service Learning in Higher Education: From Pedagogy to Practice (pp. 59-76). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-51378-7_5
  8. David Ng, F. S. (2015). Leadership learning for complex organizations. Cogent Education, 2(1). https://doi.org/10.1080/2331186X.2015.1017312
  9. Dickson, A., Perry, L. B., & Ledger, S. (2021). Challenges of the international baccalaureate middle years programme: Insights for school leaders and policy makers. Education Policy Analysis Archives, 29. https://doi.org/10.14507/EPAA.29.5630
  10. Dugan, K., & Letterman, M. (2008). Student Appraisals of Collaborative Teaching. College Teaching, 56(1), 11–15. https://doi.org/10.3200/CTCH.56.1.11-16
  11. Er, E. (2021). The relationship between principal leadership and teacher practice: Exploring the mediating effect of teachers’ beliefs and professional learning. Educational Studies, 50(2), 166–185. https://doi.org/10.1080/03055698.2021.1936458
  12. Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2024). Cultivating teacher leadership: evidence form a transformative professional development model. School Leadership & Management, 44(4), 413–441. https://doi.org/10.1080/13632434.2024.2328056
  13. Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership, 46(1), 25-48. https://doi.org/10.1177/1741143216659296
  14. Hastuti, E. S., Umam, K., Eclarin, L., & Perbowo, K. S. (2021). Kecemasan Siswa Sekolah Menengah Pertama Dalam Menyelesaikan Masalah Spldv Pada Kelas Virtual. International Journal of Progressive Mathematics Education, 1(1), 63–84. https://doi.org/10.22236/ijopme.v1i1.6914
  15. Holmström, A., Tuominen, H., Laasanen, M., & Veermans, M. (2023). Teachers’ work engagement and burnout profiles: Associations with sense of efficacy and interprofessional collaboration in school. Teaching and Teacher Education, 132, 104251. https://doi.org/10.1016/j.tate.2023.104251
  16. Karim, A., Fathurohman, O., Sulaiman, S., Marliani, L., Muhammadun, M., & Firmansyah, B. (2025). How do principals act as leaders and managers in boarding and public schools in Indonesia? Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2445354
  17. Kaso, N., Aswar, N., Firman, F., & Ilham, D. (2019). The relationship between principal leadership and teacher performance with student characteristics based on local culture in senior high schools. Kontigensi: Jurnal Ilmiah Manajemen, 7(2), 87-98. https://doi.org/10.56457/jimk.v7i2.129
  18. Ke, Z., Yin, H., & Huang, S. (2019). Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies? Teachers and Teaching: Theory and Practice, 25(7), 821–836. https://doi.org/10.1080/13540602.2019.1662777
  19. King, F., & Holland, E. (2022). A transformative professional learning meta-model to support leadership learning and growth of early career teachers. International Journal of Leadership in Education, 28(3), 593–617. https://doi.org/10.1080/13603124.2022.2037021
  20. Kriyantono. (2014). Practical Techniques of Communication Research. Accompanied by Practical Examples of Media Research, Public Relations, Advertising, Organizational Communication, Marketing Communication. Jakarta: Kencana, 22(1), 65–70
  21. Kyei-Akuoko, C., Mensah, R. O., Kuusongno, D. D., Ebow Yalley, C., & Darko Amponsah, K. (2025). Evaluation of blended learning: challenges, academic performance shifts, and the pros and cons in a selected Technical University. Cogent Arts and Humanities, 12(1). https://doi.org/10.1080/23311983.2024.2435713
  22. Ledger, S., Vooren, C. Van, Villaverde, A., Steffen, V., & Lai, C. (2016). More than a second language: Leadership structure and pedagogic strategies in an Australian International Baccalaureate PYP additional language program. In Journal of Second Language Teaching and Research (Vol. 5, pp. 6–36). http://pops.uclan.ac.uk/index.php/jsltr/article/view/406
  23. Lie, R., Selcen Guzey, S., & Moore, T. J. (2018). Implementing Engineering in Diverse Upper Elementary and Middle School Science Classrooms: Student Learning and Attitudes. Journal of Science Education and Technology, 104–117. https://doi.org/10.1007/s10956-018-9751-3
  24. Lomba-Portela, L., Domínguez-Lloria, S., & Pino-Juste, M. R. (2022). Resistances to educational change: Teachers’ perceptions. Education Sciences, 12(5), 359. https://doi.org/10.3390/educsci12050359
  25. Long, T., Zhao, G., Li, X., Zhao, R., Xie, K., & Duan, Y. (2020). Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools. Asia Pacific Journal of Education, 00(00), 1–21. https://doi.org/10.1080/02188791.2020.1812514
  26. Mudjisusatyo, Y., Darwin, D., & Kisno, K. (2024). Change management in Independent Campus program: application of the ADKAR model as a change management competency constructor. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2381892
  27. Nadeem, M. (2024). Distributed leadership in educational contexts: A catalyst for school improvement. Social Sciences & Humanities Open, 9, 100835. https://doi.org/10.1016/j.ssaho.2024.100835
  28. Pacific Policy Research Center. (2010). 21st Century Skills for Students and Teachers. Kamehameha Schools, Research & Evaluation Division.
  29. Pardosi, J., & Utari, T. I. (2022). Effective principal leadership behaviors to improve the teacher performance and the student achievement. F1000Research, 10, 465. https://doi.org/10.12688/f1000research.51549.2
  30. Parlar, H., Türkoğlu, M. E., & Cansoy, R. (2022). Exploring how authoritarian leadership affects commitment: The mediating roles of trust in the school principal and silence. International Journal of Educational Management, 36(1), 110-129. https://doi.org/10.1108/IJEM-04-2021-0160
  31. Ruengmak, A., & Dejpawuttikul, T. (2024). The emergence of the ‘Ai Khai’ worship and the social revival in post-COVID-19 southern Thailand: the interplay between local folklore and sacred tourism. Cogent Arts and Humanities, 11(1). https://doi.org/10.1080/23311983.2024.2313845
  32. Sanchez, J. E., Paul, J. M., & Thornton, B. W. (2022). Relationships among teachers’ perceptions of principal leadership and teachers’ perceptions of school climate in the high school setting. International journal of leadership in education, 25(6), 855-875. https://doi.org/10.1080/13603124.2019.1708471
  33. Scallon, A. M., Bristol, T. J., & Esboldt, J. (2023). Teachers’ perceptions of principal leadership practices that influence teacher turnover. Journal of Research on Leadership Education, 18(1), 80-102. https://doi.org/10.1177/19427751211034214
  34. Scroll, P., & For, D. (2014). An APOS analysis of natural science students’ understanding of integration. Journal of Research in Mathematics Education, 3(1), 54–73. https://doi.org/10.4471/redimat.2014.40
  35. Sy, S. H. (2022). Urgensi Mutu pada Lembaga Pendidikan. Ideas: Jurnal Pendidikan, Sosial, dan Budaya, 8(3), 697-706. https://doi.org/10.32884/ideas.v8i3.841
  36. Tamphu, S., Suyitno, I., Susanto, G., Budiana, N., Salim, M. R., Nurhikmah, & Purnawati, W. (2024). Building bridges to the future of learning: Exploring artificial intelligence research using R-Studio assisted bibliometrics. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2417623
  37. Wang, D., & Zhang, L. J. (2021). Sustainability as a goal in teaching workforce retention: exploring the role of teacher identity construction in preservice teachers’ job motivation. Sustainability, 13(5), 2698. https://doi.org/10.3390/su13052698
  38. Yalçınkaya, S., Dağlı, G., Altınay, F., Altınay, Z., & Kalkan, Ü. (2021). The effect of leadership styles and initiative behaviors of school principals on teacher motivation. Sustainability, 13(5), 2711. https://doi.org/10.3390/su13052711
  39. Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714–731. https://doi.org/10.1080/02607476.2021.1942804

Copyright (c) 2025 Erna Kusumawati

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 14 15 16 17 18 19 20 21 22 23 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Intrinsic Motivation Learning Quality Principal Participative Leadership Teacher Empowerment