Determining Graduate Quality through School Principals’ Transformational Leadership, Teachers’ Professional Competence, and  Work Motivation: A Quantitative Study

Ana Supriati; Titik Haryati; Sumarno Sumarno

doi:10.17977/um005v9i22025p321-336

Authors

Ana Supriati Universitas Persatuan Guru Republik Indonesia Semarang
Titik Haryati Universitas Persatuan Guru Republik Indonesia Semarang
Sumarno Sumarno Universitas Persatuan Guru Republik Indonesia Semarang

DOI:

https://doi.org/10.17977/um005v9i22025p321-336

Keywords:

Transformational leadership, teachers’ professional competence, work motivation, graduate quality, Inclusion

Abstract

This study aims to analyze the influence of school principals’ transformational leadership, teachers’ professional competence, and work motivation on the quality of graduates in public junior high schools in Rembang Regency. A quantitative approach was employed using a survey method involving 289 teachers as respondents. The research instrument used a Likert-scale questionnaire tested for validity and reliability. Data were analyzed using multiple linear regression techniques. The results revealed that both partially and simultaneously, the three independent variables had a positive and significant influence on the quality of graduates. Transformational leadership fosters a supportive school climate, professional competence enhances teaching effectiveness, and work motivation increases teachers’ dedication in the educational process. Simultaneously, these variables contribute 20.6% to the variance in graduate quality. The findings highlight the importance of synergy between principals and teachers in building a high-quality education system. This study offers practical implications for policymakers and school leaders to strengthen leadership dimensions, professional development, and work motivation in order to sustainably improve graduate outcomes.

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