The Influence of Transformational Leadership and Teachers' Information Technology Skills on the Quality of Learning at Public Junior High Schools in Boja District
DOI:
https://doi.org/10.51278/aj.v8i2.2402Keywords:
Transformational Leadership, Information Technology Skills, Learning QualityAbstract
The purpose of this study is to: (1) determine the magnitude of the influence of transformational leadership on the quality of learning, (2) determine the magnitude of the influence of teachers' information technology skills on the quality of learning, and (3) determine the magnitude of the influence of transformational leadership and teachers' information technology skills together on the quality of learning. The research approach used is quantitative. This type of research uses correlation research. The population of this study was 140 teachers and the research sample was 104 teachers. Data collection was carried out using a questionnaire. The data analysis techniques used in this study were descriptive data analysis, prerequisite tests including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests including simple and multiple linear regression. The results of the study showed that: (1) the correlation of transformational leadership on the quality of learning was 0.940. The influence of transformational leadership had a significant effect on the quality of learning variable by 88.3%. (2) the correlation of teachers' information technology skills on the quality of learning was 0.699. The influence of teachers' information technology skills had a significant effect on the quality of learning variable by 68.8%. (3) A significant influence of transformational leadership and teachers' information technology skills on learning quality is shown in the equation ŷ = 4.941 + 1.262 x1 + 0.115 x2. The correlation coefficient r is 0.942. The coefficient of determination for the influence of variables x1 and x2 on y is 88.8%. The conclusion of this study is that transformational leadership and teachers' information technology skills significantly influence learning quality, at 88.8%.
References
Baser, D. (2020). The impact of digital technology integration on teaching and learning effectiveness. Computers & Education, 150, 103842.
Baser, M. d. (2020). The Effectiveness of Computer Supported Versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers. Eurasia Journal of Mathematics, Science & Teknology Education, 47-61.
Bush, T. (2022). Educational Leadership and Management: Theory, Policy, and Practice. London: Sage Publications.
Djamarah, S. B. (2020). Kemampuan teknologi informasi guru dan pengaruhnya terhadap kinerja guru. Jurnal Pendidikan dan Kebudayaan, 8(3), 3-15.
Edy, H. (2021). Teknologi Informasi dan Komunikasi. Bandung: Pustaka Setia.
Hallinger, P. (2020). Educational leadership and technology integration in schools. Journal of Educational Administration, 58(4), 421–438.
Hallinger, P. (2021). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 59(1), 1–19.
Hallinger, P. &. (2020). Principal instructional leadership. Educational Administration Quarterly, 56(3), 45-60
Hastuti, S. (2024). The effect of transformational leadership on improving learning quality in secondary schools. Journal of Educational Leadership Studies, 12(2), 115–129.
Leithwood, K., & Jantzi, D. (2020). Transformational school leadership and teacher performance. Educational Administration Quarterly, 56(3), 321–347.
Mulyasa, E. (2022). Manajemen Berbasis Sekolah: Konsep, Strategi, dan Implementasi. Bandung: Remaja Rosdakarya.
Nasional, K. P. (2023). Kepemimpinan Pembelajaran; Direktorat Tenaga Kependidikan, Materi Penguatan Kemampuan Kepala Sekolah. Op. Cit., 12-22.
Pratiwi, N. (2023). The effect of teacher digital competence on teacher performance and learning quality. International Journal of Educational Management, 37(2), 315–329.
Redecker, C. (2021). European framework for the digital competence of educators (DigCompEdu). Education and Information Technologies, 26(4), 4213–4232.
Scherer, R., Siddiq, F., & Tondeur, J. (2020). The technology acceptance model and teachers’ digital competence. Computers & Education, 128, 13–35.
Sinaga, R. (2023). Educational leadership and policy implementation in Indonesian schools. International Journal of Educational Management, 37(4), 645–659.
Sudjana, N. (2020). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT. Remaja Rosdakarya.
Sumarno. (2020). Transformational leadership and school effectiveness in Indonesian education. Journal of Educational Management Research, 5(1), 45–56.
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2021). A comprehensive model of teachers’ digital competence in education. Educational Technology Research and Development, 69(1), 105–123.
Wahyono, H. S. (2022). Instructional quality assessment framework. Journal of Educational Research, 15(2), 12-25.
Wahyuni, S. (2020). Pentingnya pelatihan dan pengembangan profesional guru. Jurnal Teknologi Pendidikan, 9(2), 55-70.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Karunia Ma’ariffatun, Widya Kusumaningsih, Ngurah Ayu Nyoman M
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
