Principal self-efficacy for instructional leadership in the perspective of principal strengthening training: work engagement, job satisfaction and motivation to leave

• Published in: Cogent Education 2022-12, Vol.9 (1)
• Main Authors: Anselmus Dami, Zummy, Budi Wiyono, Bambang, Imron, Ali, Burhanuddin, Burhanuddin, Supriyanto, Achmad, Daliman, Muner
• Format: Article
• Language: English
• Subjects: Administrator Effectiveness; Creative Thinking; Educational leadership; Educational psychology; Educational research; Faculty Development; Faculty Mobility; Foreign Countries; Inservice Education; Instructional Leadership; Intervention; Job Satisfaction; Job Training; Junior High Schools; Motivation; motivation to leave; principal strengthening training; Principals; Program Effectiveness; Public Policy; Relationship; Retention; School principals; Self Efficacy; Structural Equation Models; Syntax; Thinking Skills; Work Attitudes; work engagement; Workplace Learning
• ISSN: 2331-186X; 2331-186X
• DOI: 10.1080/2331186X.2022.2064407

The current study explored relations between principal self-efficacy for instructional leadership, work engagement, job satisfaction, and motivation to leave the work as a principal from the principal strengthening training perspective. Participants in the study were 125 principals in the junior school selected using a saturated sampling procedure. This study uses quantitative methods with structural equation modeling (SEM). SEM analysis revealed that principal self-efficacy for instructional leadership was positively related to work engagement and job satisfaction. The relationship between principal self-efficacy for instructional leadership and motivation to leave was not significant. Work engagement and job satisfaction are positively related to motivation to leave. This study showed that Indonesian government policies related to the training of strengthening principals improve principal self-efficacy for instructional leadership. Based on the results of this study, the successful implementation of principal strengthening training in Indonesia can be adopted by policymakers from other countries because it can increase self-efficacy for instructional leadership, work engagement, job satisfaction, and prevent motivation to leave from the principal. In particular, this principal strengthening training program uses the ORPAER intervention model (observe, reflect, plan, act, evaluation, and reflect) combined from the syntax of Theory U and the ILEAD (Introduction, Link, Enforcement, Awareness, and Development) approach. This intervention model can improve the competence of principals, the principals' problem-solving skills, creative thinking, and emotional engagements.