Kepemimpinan Sekolah dan Efikasi Kolektif Guru: Peran Mediasi Iklim Organisasi pada Guru SMA di DKI Jakarta
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Abstract
Purpose – This study aims to analyze the influence of school leadership on teachers' collective efficacy, considering the mediating role of organizational climate. Although previous studies have established a relationship between school leadership and teacher collective efficacy, less is known about the organizational mechanism through which leadership is translated into collective efficacy, particularly through organizational climate.
Methods – A quantitative cross-sectional survey design was employed involving 118 senior high school teachers in DKI Jakarta selected through proportional random sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine direct and indirect relationships among the constructs.
Findings – The results indicate that school leadership has a positive and significant influence on organizational climate, with a path coefficient of 0.355 (p = 0.001). Organizational climate also exerts a positive and significant influence on teachers' collective efficacy, with a coefficient of 0.773 (p < 0.001). Conversely, school leadership does not show a significant direct influence on teachers' collective efficacy, with a coefficient of -0.158 (p = 0.118). Analysis of indirect effects reveals that organizational climate acts as a mediator in the relationship between school leadership and collective efficacy, with a coefficient of 0.274 (p = 0.010). These findings demonstrate that school leadership builds teachers' collective efficacy primarily by fostering an organizational climate that is positive, open, and secure, and that supports professional relationships.
Research Implications – The findings have implications for school leadership practice. Practically, school leaders should strengthen structured teacher dialogue, professional feedback mechanisms, collaborative reflection, and psychologically safe spaces for teachers to share concerns and solve instructional problems collectively.
Keywords
- school leadership
- teacher collective efficacy
- organizational climate
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