Abstract

School principals’ leadership is crucial in improving teacher professionalism and performance. One key way to enhance teacher professionalism is through professional learning communities (PLCs). This study aims to explore the role of PLCs as a mediator between transformational leadership and teacher performance in Indonesia. This study is quantitative research method uses an online questionnaire as a research instrument. The data were collected from 408 questionnaires distributed to teachers through random sampling techniques. Data analysis was performed using structural equation modeling with partial least squares. The findings indicate that teachers perceive effective transformational leadership practices to positively influence their engagement in PLCs. Additionally, PLCs demonstrate a positive impact on teacher performance and serve as a partial mediator in the relationship between transformational leadership and teacher performance. These results highlight the crucial role of PLCs in enhancing the effectiveness of transformational leadership in educational settings. This implies that while transformational leadership directly influences teacher performance, the presence and effectiveness of PLCs enhance this impact. Within the context of PLCs, educators engage in comprehensive discussions about teaching practices, share experiences and strategies, and collaborate to surmount teaching challenges.

Keywords

References

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