The Influence of Principals' Visionary Leadership and Teacher Professionalism on Elementary School Quality
DOI:
https://doi.org/10.51278/aj.v8i2.2662Keywords:
Visionary Leadership, Teacher Professionalism, School Quality, Elementary Education, Educational LeadershipAbstract
This study investigates the influence of principals’ visionary leadership and teacher professionalism on elementary school quality. The quality of education in elementary schools is increasingly determined by the effectiveness of school leadership and the professional competence of teachers, both of which play a central role in shaping instructional quality and school improvement. This research employed a quantitative ex post facto design involving 221 teachers from 31 public elementary schools in Subah District, Batang Regency, Indonesia. A sample of 144 teachers was selected using proportional random sampling. Data were collected through a structured Likert-scale questionnaire and analyzed using descriptive statistics, classical assumption tests, and inferential statistics, including simple and multiple linear regression with SPSS version 25. The findings reveal that principals’ visionary leadership has a positive and significant effect on elementary school quality, with a correlation coefficient of 0.592 and a contribution of 35.0%. Teacher professionalism also shows a positive and significant effect, with a correlation coefficient of 0.489 and a contribution of 23.9%. Furthermore, the simultaneous effect of both variables is significant, with an R value of 0.640 and an R Square of 0.409, indicating that 40.9% of the variance in school quality is explained by the combined influence of visionary leadership and teacher professionalism. These results highlight that school quality improvement requires strong visionary leadership from principals and high levels of teacher professionalism, which together create a supportive, effective, and sustainable educational environment. The study contributes to educational leadership literature by emphasizing the integrated role of leadership and teacher capacity in enhancing elementary school quality.
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