PRINCIPAL LEADERSHIP PRACTICES AND THEIR EFFECTS ON TEACHER CREATIVITY AND PERFORMANCE IN ELEMENTARY SCHOOLS

Tarno Tarno, Karim Karim, Erniati Erniati, Farisatma Farisatma, Nursufika Nursufika

Abstract


Purpose – This study investigates the relationships among Principal Leadership Practices, Teacher Creativity, and Teacher Performance in elementary schools and explores leadership mechanisms that support teachers’ professional outcomes.

Methodology – A mixed-methods design was employed involving 42 elementary school teachers and 5 principals. Quantitative data were analyzed using descriptive statistics, Pearson correlations, and simple linear regression, while interview data were examined through thematic analysis and integrated with the statistical findings.

Findings – Principal Leadership Practices were positively associated with Teacher Creativity and Teacher Performance, explaining 38.4% and 46.2% of their variance, respectively. Teacher Creativity also significantly predicted Teacher Performance, explaining 33.6% of its variance. Qualitative findings identified professional development, instructional innovation, collaborative decision-making, recognition and motivation, and a supportive school climate as key leadership practices.

Contribution – The study demonstrates that principal leadership and teacher creativity operate as complementary professional resources. It provides integrated empirical and contextual evidence demonstrating how supportive leadership can foster instructional creativity and strengthen teacher performance in elementary school settings. These findings offer practical guidance for leadership development and improvement.

Keywords


Principal Leadership Practices; Teacher Creativity; Teacher Performance; School Leadership; Elementary Education

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DOI: https://doi.org/10.36987/jes.v13i5.9811

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