International Research-Based Education Journal

Volume 3 No 2 2021
Available online at IRBEJ website: http://journal2.um.ac.id/index.php/irbej

The Implementation of Transformational Leadership to Improve

Teacher Performance

Fususul Khair*

Education Management Study Program, Faculty of Education, Universitas Negeri Malang

*(corresponding author) Abstract: This research aims to describes how

✉ [email protected] tranformasional leadership and its implementation in
improving teacher performance. The research uses
literature review research method by collecting data from
various sources of literature both print and online internet
that can be used as reference. The results for the
implementation process of the principal's transformational
leadership are idealization of influence that is to be a good
example and foster pride for the school community,
creating a conducive learning process and school
organizational climate and having a positive perception of
managing school.

Keywords: Transformational leadership, teacher performance

INTRODUCTION
Improving the quality of education to be an excellent education is still a big plan for the
education authority’s department in Indonesia. It must be not regardless from the role of variety
parties, which one is the teaching staff. This study aimed at determine the effect of
transformational leadership and work motivation on teacher’s performance. The results showed
that (1) transformational leadership has a positive and significant effect on the teachers
performance SMK Negeri in Palembang; (2) work motivation has a positive and significant
effect on the teachers performance of SMK Negeri in Palembang; and (3) transformational
leadership and work motivation have a positive and significant influence on the teachers
performance of SMK Negeri in Palembang Andriani et al., (2018).
Rustamaji, et all (2017) on the previous research shows that transformational leadership
variables on performance and job satisfaction have a positive and significant effect. But job
satisfaction with teacher performance has no significant effect. Transformational leadership
towards performance mediated by job satisfaction shows significant influence. Furthermore,

To cite this article: Khair, F. (2021). The Implementation of Transformational Leadership to Imrpove Teacher Performance. International
Research-based Education Journal. 3 (2), 79-85.
80 International Research-Based Education Journal, Vol 3 No 2 2021

transformational leadership towards work attachment has a positive and significant effect.
Similarly, the variables of work attachment to performance. Furthermore, transformational
leadership significantly affects the performance of employees with work attachment as
mediating variables Rustamaji et al., (2017).
In recent years, Information Communication Technology (ICT) has played an essential
part in the delivery of quality education. With this trend, a number of efforts have been
implemented in Mongolia; however, strategic implementation is still needed to fully utilize
ICT in education practice. As school leadership is one of the most influential factors for school
reform, this study paid close attention to school leadership. Specifically, it looked at leadership
factors related to four components of transformational leadership (Charisma or idealized
influence, Inspirational motivation, Intellectual stimulation, and Individualized consideration).
Correlation analysis was utilized to find how these factors are related to ICT implementation
at schools in Mongolia; namely, school leaders’ perceptions of ICT use in classroom teaching
and funding allocation for ICT training. The data was collected from 222 school leaders from
five regions in the country. The study found that the component of inspirational motivation is
especially important for ICT use in classroom teaching. Teachers’ collaborations which
stimulate innovation is associated with both teachers’ ICT use in teaching, and funding
allocation for ICT training. In addition, the results support the relevance of transformational
leadership for implementing ICT at the school level in the Mongolian context Yamamoto &
Yamaguchi (2019).
Leadership is an important factor in the effective implementation of technology in
schools. This study examines the transformational leadership role of principals to determine
whether transformational leadership role of principals in ICT implementation in schools is
influenced by the computer competence, level of computer use, and professional development
activities of principals. This paper, based on responses from 320 principals in Iran, reports that
computer use and professional development activities (on the dimension of ICT and leadership)
influence the transformational leadership role of principals in implementing ICT in schools. In
addition, the study results show that computer competence has a positive relationship with the
level of computer use by secondary school principals and it indirectly influences the
transformational leadership role of principals in implementing ICT in schools. It is suggested
that ongoing professional development opportunities on dimension of leadership and
technology should be provided for principals to increase their levels of proficiency in computer
use which will help future research understand the importance of the use of technology in
education and to learn to model the transformational leadership components of charisma
 Fususul Khair, The Implementation of Transformational . . . 81

(idealized influence), inspirational motivation, intellectual stimulation and individualized

consideration in their schools Afshari et al (2012).
Leadership is important in education. The headmaster's leadership determines the
improvement and development of the school in the next place. Without adequate skills in
implementing the leadership style, the headmaster will find various difficulties in realizing an
effective school. Therefore, the headmaster must be able to implement managerial,
transformational, transactional, teaching, and positive leadership styles so that the school can
become an effective learning platform Gaol (2017). This article describes how tranformasional
leadership and its implementation in improving teacher performance.

METHOD
This research uses literature review research method by collecting data from various
sources of printed literature and online internet that can be used as reference such as; Scientific
journals; report of research results; textbooks; scientific articles; scientific magazines; website;
or papers / paper results of motional seminars Fatihudin (2015).
Research with literature studies is also a research that is categorized as a scientific work
because data collection is done with a strategy in the form of research methodology. The
research method of literature studies aims to find, analyze, classify, synthesize, and infer from
scientific sources to find answers to problems. Stages in data collection in this research are: 1)
determining the theme of research that becomes urgent problems. 2) searching for relevant
articles on Scopus, Google Scholar, Mendeley and the like with keywords. 3) classifying
different types of articles according to the context of research needs. 4) analyzing relevant
articles. 4) synthesizing the important points of various articles into practical concepts. 5)
writing the synthesis results into a research article review library.
RESULT AND DISCUSSION
Transformational Leadership
Transformational leadership is positively related to performance across criterion types
and levels of analysis. Moreover, transformational leadership has a stronger relationship with
individuallevel contextual performance than with individual-level task performance.
Transformational leadership is also positively related to team- and organizationlevel
performance. Finally, transformational leadership has an augmentation effect over contingent
reward leadership in predicting follower individual-level contextual and team-level
performance. Overall, our results support that transformational leaders lead not only their
82 International Research-Based Education Journal, Vol 3 No 2 2021

individual followers but also their teams and organizations to achieve higher levels of
performance Wang et al., (2011).
Transformational leadership enhances the motivation, morale, and performance of
followers through a variety of mechanisms. These include connecting the follower's sense of
identity and self to the project and the collective identity of the organization; being a role model
for followers that inspires them and makes them interested; challenging followers to take
greater ownership for their work, and understanding the strengths and weaknesses of followers,
so the leader can align followers with tasks that enhance their performance Odumeru & Ifeanyi
(2013).
Warrilow (2012) identified four components of transformational leadership style: 1)
Charisma or idealized influence: the degree to which the leader behaves in admirable ways and
displays convictions and takes stands that cause followers to identify with the leader who has
a clear set of values and acts as a role model for the followers. (2) Inspirational motivation: the
degree to which the leader articulates a vision that is appeals to and inspires the followers with
optimism about future goals, and offers meaning for the current tasks in hand. (3) Intellectual
stimulation: the degree to which the leader challenges assumptions, stimulates and encourages
creativity in the followers by providing a framework for followers to see how they connect (to
the leader, the organization, each other, and the goal) they can creatively overcome any
obstacles in the way of the mission. (4) Personal and individual attention: the degree to which
the leader attends to each individual follower's needs and acts as a mentor or coach and gives
respect to and appreciation of the individual's contribution to the team. This fulfils and
enhances each individual team members' need for self-fulfillment, and self-worth and in so
doing inspires followers to further achievement and growth
The implementation process of the principal's five leadership styles (managerial,
transformational, transactional, teaching and positive) can be done by: (1) conceptualizing each
school program effectively and efficiently, (2) having a significant impact on each school
citizen (teachers, education staff, and students) and stakeholder, (3) developing the
professionalism of teachers and education staff, (4) creating a conducive learning process and
school organizational climate , (5) have a positive perception of managing schools (Lumban
Gaol, 2017).
Implementation of Transformational Leadership
Characteristics of the implementation of the headmaster's transformational leadership;
(a) idealization of influence that is to be a good example and foster pride for the school
community, (b) inspirational motivation that is able to raise morale, give attention, and trust to
 Fususul Khair, The Implementation of Transformational . . . 83

the school residents, (c) intellectual considerations that is to reward creative teachers and give
school residents the opportunity to solve the problem, (d) intellectual stimulation that includes
teachers and staff in training, and supervising class visits Rahayu (2018).
Due to the confirmed leadership style’s effectiveness, the existence of transformational
leaders is seen as an economic benefit for companies. This is why researchers and
organizational managers are increasingly interested in training and developing
transformational leadership. Addressing the developmental needs of today’s leaders facing a
challenging and continuously changing environment, the development of transformational
leadership behavior is seen as highly beneficial, exceeding the results of classic managerial
development programs Abrell et al (2011).
To build confidence in teachers and employees, the headmaster provides opportunities
to express opinions, provide opportunities to take part in tasks and responsibilities, and also
attend trainings. By giving trust to teachers and employees, a relationship and communication
are created. The relationship between the principal and the teachers and employees is not the
first relationship between superiors and subordinates but rather a relationship as a friend, a
friend who walks together to achieve achievements Tukiman & Jabar (2014). From Sadeghi
Sadeghi & Pihie, (2012) research from the result of regression analysis demonstrated that
contingent reward, idealized influence (attribute), inspirational motivation, individualized
consideration, laissez-faire, intellectual stimulation, and management-by-exception active are
significant predictors of leadership effectiveness. These factors accounted for 82% of the
variance in leadership effectiveness. In addition, the results suggest that contingent reward has
important effects on leadership effectiveness. The implications of the research findings are
discussed.
CONCLUSION
From the above exposures it can be concluded that to build confidence in teachers and
employees, the headmaster provides opportunities to express opinions, provide opportunities
to take part in tasks and responsibilities, and also attend trainings. The implementation process
of the principal's transformational leadership are idealization of influence that is to be a good
example and foster pride for the school community, creating a conducive learning process and
school organizational climate and having a positive perception of managing school.
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