EFFECTIVENESS OF IMPLEMENTING TEACHER LEADERSHIP STYLES IN DEVELOPING STUDENT LEARNING MOTIVATION IN GROBOGAN DISTRICT

Abstract

This study aims to determine the effectiveness of teacher leadership style implementation in fostering student learning motivation in Grobogan Regency. The background of this study is based on the importance of the role of teachers not only as instructors, but also as leaders in the learning environment. The appropriate teacher leadership style is believed to be able to create a conducive learning climate, stimulate learning enthusiasm, and encourage students to achieve optimal performance. The research method used is quantitative with a survey approach. The research sample consisted of 120 elementary school students in Grobogan Regency selected by purposive sampling. The data collection instrument was a questionnaire that measured students' perceptions of teacher leadership style and their level of learning motivation. The data obtained were analyzed using simple linear regression techniques. The results showed that teacher leadership style had a significant effect on student learning motivation with a contribution of 58%. Democratic leadership style proved to be more effective in increasing learning motivation compared to transactional or authoritarian leadership styles. This finding demonstrates the importance of developing teacher leadership competencies in order to create a motivating learning environment. The implication of this study is the need for leadership training for teachers to improve the quality of learning in elementary schools, especially in Grobogan Regency