Science teacher’ leadership styles and competencies from the perspective of high school students: A path analysis study

Subandi, Subandi and Ahmadi, Ahmadi and Amirudin, Amirudin and Mispani, Mispani and Hadiati, Eti and Saregar, Antomi (2020) Science teacher’ leadership styles and competencies from the perspective of high school students: A path analysis study. JEGYS Journal for the Education of Gifted Young Scientists, 8 (4). pp. 1535-1545. ISSN e-ISSN: 2149- 360X

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Abstract

Science teachers’ leadership styles and competencies were very important for science learning caused those to have a strong impact on learning outcomes and determine school effectiveness. This study was aimed to investigate the influence of leadership style variables on teacher competence and effective learning based on students’ perspectives. This research was survey research with a quantitative approach. Participants of this study were 243 senior high school students majoring in Science at SMAN (Sate Senior High School) 1 Metro, SMAN 2 Bandar Lampung, and SMAN 3 East Lampung. The data on teacher competencies and effective learning was collected using a questionnaire with a Likert scale of 5 options and the data on leadership styles was collected using a questionnaire developed by Northouse (2011). The data analysis techniques used were the path analysis. This study obtained several findings, namely: democratic leadership had a significant effect on teacher competence while laissez-faire leadership had no significant effect on teacher competence; there was a positive and significant influence between teacher competence (professional, pedagogic, personality, and social) on the effectiveness of science learning; and there was a positive and significant influence of the democratic leadership style on the effectiveness of science learning while the laissez-faire leadership style did not have a significant effect on the effectiveness of science learning. Based on the finding, schools need to pay attention to science teachers’ leadership styles and competencies, teachers should have democratic leadership styles in learning.

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