Impact of Principal Leadership on Teachers' Pedagogical, Personality, Social, and Professional Competencies

K. Hartanto; W. S. Rondli; E. A. Ismaya

doi:10.53797/icccmjssh.v5i4.1.2026

Authors

K. Hartanto University of Muria Kudus, Indonesia
W. S. Rondli University of Muria Kudus, Indonesia
E. A. Ismaya University of Muria Kudus, Indonesia

DOI:

https://doi.org/10.53797/icccmjssh.v5i4.1.2026

Keywords:

principal leadership, teacher competencies, elementary education, transformational leadership

Abstract

This study investigates the impact of principal leadership on the pedagogical, personality, social, and professional competencies of elementary school teachers in Tanggungharjo District, Grobogan Regency, Indonesia. Employing a quantitative associative design with a survey approach, data were collected from 76 certified civil servant teachers using a Likert-scale questionnaire. Simple linear regression and t-tests revealed that principal leadership significantly and positively influences all four competency dimensions at a 95% confidence level. The highest coefficient of determination was observed for personality competence (R² = 0.979), followed by social (R² = 0.944), professional (R² = 0.899), and pedagogical competence (R² = 0.714). Transformational and inclusive leadership styles were found to foster teacher motivation, professional development, and collaboration. These findings underscore the pivotal role of principal leadership in enhancing teacher competencies. Recommendations include implementing leadership training and capacity-building programs to optimize educational outcomes in resource-constrained regions.

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