The Influence of Participative Leadership Style on Teachers' Work Ethic and School Climate as an Intervening Variable
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https://doi.org/10.32678/tarbawi.v12i01.12041
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Participative Leadership Style, School ClimateAbstract
The purpose of this study is to examine the influence of a participative leadership style on teachers' work ethic and school climate, using school climate as an intervening variable. This quantitative research, guided by the research problems and objectives, employs an explanatory research approach and a survey method. The questionnaire was developed based on the research variables, namely participative leadership style, teachers’ work ethic, and school climate. Data were collected from 100 teachers who served as the sample of this study. Data collection was conducted using a random sampling technique at SMAN 1 Boyolangu, Tulungagung. The data analysis was performed using the Partial Least Squares (PLS) method in SmartPLS. The results indicate that the participative leadership style has a significant effect on teachers’ work ethic. The higher the level of participative leadership, the higher the teachers’ work ethic, suggesting that participative leadership can enhance teachers’ motivation and performance. The study found that school climate significantly affects teachers’ work ethic; a positive school climate fosters a conducive work environment, thereby improving teachers’ motivation and performance. There is also an indirect effect of participative leadership style on teachers’ work ethic through school climate. Participative leadership can indirectly influence teachers’ work ethic by creating a more positive school climate, suggesting that it enhances it by fostering a supportive school environment. Participative leadership style and school climate are crucial factors that influence teachers’ work ethic. Therefore, schools need to implement participative leadership and cultivate a positive school climate to improve teachers’ work ethic and, ultimately, the quality of education.
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