Evaluating the Impact of Leadership Strategies on the Development of Learning Organizations

Kasmalinda; Niswanto; Ismail

doi:10.31538/tijie.v6i2.1390

Authors

Kasmalinda Universitas Syiah Kuala
Niswanto Universitas Syiah Kuala
Ismail Universitas Syiah Kuala

DOI:

https://doi.org/10.31538/tijie.v6i2.1390

Keywords:

Transformational leadership, Distributed leadership, Learning Organization, Collaboration, professional development

Abstract

This study examines the impact of transformational and distributed leadership on fostering learning organizations within Sukma Bangsa School. Transformational leadership is anticipated to drive positive changes by enhancing staff motivation and engagement, while distributed leadership emphasizes shared responsibility and collaborative efforts to sustain a progressive learning environment. Employing a quantitative survey approach, data was collected from 150 respondents, including teachers, school principals, and administrative staff, using a Likert scale-based questionnaire. Data analysis involved descriptive statistics, Pearson correlation, and linear regression tests to evaluate the influence of these leadership styles on organizational learning. Findings reveal that transformational leadership holds a significant positive correlation (r = 0.78) with organizational learning, with an average rating of 4.3. Distributed leadership also shows a substantial effect, with a regression coefficient of β = 0.64, indicating that the collaborative division of responsibilities enhances staff involvement and professional collaboration. In summary, both leadership styles significantly contribute to the advancement of learning organizations in schools, promoting a culture of collaboration and innovation, though some resistance to change persists. This research highlights critical implications for school management in strengthening leadership roles to boost organizational learning effectiveness.

Downloads

Download data is not yet available.

References

Alam, G. M., Bashir, K., & Abdulkadir, S. (2024). Viability of distributive leadership and teacher autonomy for effective schools in developing nations: A case study from Nigeria. Educational Management Administration and Leadership. https://doi.org/10.1177/17411432241270376

Alam, M. J. (2024). Bangladesh’s Early Childhood Education Settings’ School Preparation Depends on Parental Socioeconomic Status: An Empirical Study: Bangladesh’s Early Childhood Education Settings’ School …: M. J. Alam. International Journal of Early Childhood, 56(3), 511–533. https://doi.org/10.1007/s13158-023-00352-3

Alanoglu, M., & Karabatak, S. (2021). The Relationship between School Administrators’ Leadership Traits and Learning Schools: A Meta-Analysis Study. Participatory Educational Research, 9(3), 403–427. https://doi.org/10.17275/per.22.73.9.3

Alerasoul, S. A., Afeltra, G., Hakala, H., Minelli, E., & Strozzi, F. (2022). Organisational learning, learning organisation, and learning orientation: An integrative review and framework. Human Resource Management Review, 32(3), 100854. https://doi.org/10.1016/j.hrmr.2021.100854

Bashir, K., & Alam, G. M. (2024). Compatibility of distributive leadership, teacher autonomy and school effectiveness in Nigeria. International Journal of Management in Education, 18(4), 355–375. https://doi.org/10.1504/IJMIE.2024.139475

Bedaure, N., & Bedaure, J. (2023). Leadership And Managerial Capabilities Of Secondary School Heads In The Division Of Negros Occidental : Basis For Enhanced Capability Training Program. Psychology And Education: A Multidisciplinary Journal, 7(2023), 733–740. https://doi.org/10.5281/zenodo.7750844

Berry, J., Kannan, H., Mukherji, S., & Shotland, M. (2020). Failure of frequent assessment: An evaluation of India’s continuous and comprehensive evaluation program. Journal of Development Economics, 143. https://doi.org/10.1016/j.jdeveco.2019.102406

Bowers, A. J., Blitz, M., Modeste, M. E., Salisbury, J., & Halverson, R. (2017). Is there a typology of teacher and leader responders to CALL, and do they cluster in different types of schools? A two-level latent class analysis of call survey data. Teachers College Record, 119(4), 1–66. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017376251&partnerID=40&md5=772799e01c6d05234ec7eac9ef214130

Bridwell-Mitchell, E. N., Jack, J., & Childs, J. (2023). The Social Structure of School Resource Disparities: How Social Capital and Interorganizational Relationships Matter for Educational Equity. Sociology of Education, 96(4), 275–300. https://doi.org/10.1177/00380407231176541

Bush, T. (2024). Leadership and culture in Singapore: What makes a successful education system? In Educational Management Administration and Leadership (Vol. 52, Issue 2). https://doi.org/10.1177/17411432231219332

Çoban, Ö., Özdemir, N., & Bellibaş, M. Ş. (2023). Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model. Educational Management Administration and Leadership, 51(1), 95–115. https://doi.org/10.1177/1741143220968170

Fareed, M. Z., Su, Q., Almutairi, M., Munir, K., & Fareed, M. M. S. (2022). Transformational leadership and project success: The mediating role of trust and job satisfaction. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.954052

Garipağaoğlu, B. C. (2023). Leading by becoming a learning organization in the age of quantum. In Empowering Educational Leaders: How to thrive in a volatile, uncertain, complex and ambiguous world (pp. 115–134). Peter Lang AG. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175673731&partnerID=40&md5=8bb05e060fc58b83dec33b89be335f1b

Holstein, A., Prilop, C. N., Kleinknecht, M., & Weber, K. E. (2021). Innovative approaches for teacher professional development: Examples of blended, video- and coaching-based professional development programmes in Germany. In Quality in Teacher Education and Professional Development: Chinese and German Perspectives (pp. 83–93). Taylor and Francis. https://doi.org/10.4324/9781003197973-6

Islam, M. N., Furuoka, F., & Idris, A. (2020). The impact of trust in leadership on organizational transformation. Global Business and Organizational Excellence, 39(4), 25–34. https://doi.org/10.1002/joe.22001

Keller, J., & Grumbach, G. (2022). Getting Started in the School Setting. In School Social Work: a Skills-Based Competency Approach (pp. 29–53). Springer Publishing Company. https://doi.org/10.1891/9780826163967.0002

Keravnos, N., & Symeou, L. (2024). Practices, behaviours and actions of highly trusted primary school principals in Cyprus: An in-depth examination. Educational Management Administration and Leadership. https://doi.org/10.1177/17411432241262388

Klug, J., Schultes, M.-T., & Spiel, C. (2018). Assessment at school – Teachers’ diary-supported implementation of a training program. Teaching and Teacher Education, 76, 298–308. https://doi.org/10.1016/j.tate.2017.10.014

Köybaşi Şemin, F. (2022). The Relationship between Transformational Leadership and Organizational Learning in Educational Organizations: A Meta-Analysis Study. Hacettepe Egitim Dergisi, 37(1), 204–214. https://doi.org/10.16986/HUJE.2020064441

Kristensen, T. B., Saabye, H., & Edmondson, A. (2022). Becoming a learning organization while enhancing performance: the case of LEGO. International Journal of Operations and Production Management, 42(13), 438–481. https://doi.org/10.1108/IJOPM-10-2021-0676

Leahy, M. M., & Shore, R. A. (2019). Changing roles in sustaining successful charter school leadership in high poverty schools: Voices from the field. Journal of School Choice, 13(2), 255–277. https://doi.org/10.1080/15582159.2018.1496759

Lee, M. C. C., Lin, M.-H., Srinivasan, P. M., & Carr, S. C. (2024). Transformational leadership and organizational citizenship behavior: new mediating roles for trustworthiness and trust in team leaders. Current Psychology, 43(11), 9567–9582. https://doi.org/10.1007/s12144-023-05095-x

Liu, Y., & Watson, S. (2023). Whose leadership role is more substantial for teacher professional collaboration, job satisfaction and organizational commitment: a lens of distributed leadership. International Journal of Leadership in Education, 26(6), 1082–1110. https://doi.org/10.1080/13603124.2020.1820580

Mansfield, E. D., & Pevehouse, J. C. (2009). Quantitative Approaches. In The Oxford Handbook of International Relations. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199219322.003.0028

Martínez-Martínez, A., Cegarra-Navarro, J. G., & Garcia-Perez, A. (2023). Sustainability knowledge management and organisational learning in tourism: current approaches and areas for future development. Journal of Sustainable Tourism, 31(4), 1–13. https://doi.org/10.1080/09669582.2022.2086560

Meng, H. (2022). Analysis of the Relationship between Transformational Leadership and Educational Management in Higher Education Based on Deep Learning. Computational Intelligence and Neuroscience, 2022. https://doi.org/10.1155/2022/5287922

Murphy, G., & Brennan, T. (2024). Enacting distributed leadership in the Republic of Ireland: Assessing primary school principals’ developmental needs using constructive developmental theory. Educational Management Administration and Leadership, 52(3), 666–685. https://doi.org/10.1177/17411432221086850

Nadeem, M. (2024a). Distributed leadership in educational contexts: A catalyst for school improvement. Social Sciences and Humanities Open, 9. https://doi.org/10.1016/j.ssaho.2024.100835

Nadeem, M. (2024b). Distributed leadership in educational contexts: A catalyst for school improvement. Social Sciences and Humanities Open, 9(February), 100835. https://doi.org/10.1016/j.ssaho.2024.100835

Osagie, E., Wesselink, R., Blok, V., & Mulder, M. (2022). Learning Organization for Corporate Social Responsibility Implementation: Unravelling the Intricate Relationship Between Organizational and Operational Learning Organization Characteristics. Organization and Environment, 35(1), 130–153. https://doi.org/10.1177/1086026620933915

Peng, J., Li, M., Wang, Z., & Lin, Y. (2021). Transformational Leadership and Employees’ Reactions to Organizational Change: Evidence From a Meta-Analysis. Journal of Applied Behavioral Science, 57(3), 369–397. https://doi.org/10.1177/0021886320920366

Ramos, A. S., Cyrino Oliveira, F. L., & de Castro, C. M. B. (2020). Quantitative Approaches for Identification of Indicators and Their Relationships in Performance Measurement Systems: A Literature Review. In T. A.M., B. R.G., S. L.F., dos R. J.C., & A. M.P. (Eds.), Springer Proceedings in Mathematics and Statistics (Vol. 337, pp. 357–365). Springer. https://doi.org/10.1007/978-3-030-56920-4_29

Royhatudin, A., Supardi, S., & Juhji, J. (2020). Transformational Leadership Style in Implementing Madrasa Based Management. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 6(01), 69. https://doi.org/10.32678/tarbawi.v6i01.2187.INTRODUCTION

Sardana, N., Shekoohi, S., Cornett, E. M., & Kaye, A. D. (2023). Qualitative and quantitative research methods. In Substance Use and Addiction Research: Methodology, Mechanisms, and Therapeutics (pp. 65–69). Elsevier. https://doi.org/10.1016/B978-0-323-98814-8.00008-1

Sasere, O. B., & Makhasane, S. D. (2023). Exploring Distributed Leadership Practice in Nigerian Secondary Schools. Journal of Educational and Social Research, 13(2), 90–104. https://doi.org/10.36941/jesr-2023-0034

Sebastian, J., & Park, S. (2022). School leadership and organizational factors: evaluating pathways to student learning. In International Encyclopedia of Education: Fourth Edition (pp. 243–254). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.05025-9

Sibaweh, I., Nurjati, S., State, C., & Yoseptry, R. (2023). Transformational leadership management of school principles in improving teacher discipline and performance Through effective learning at state high school 2 cirebon city. Baltic Journal of Law & Politics, 16(2), 137–147. https://doi.org/10.2478/bjlp-2023-0000012

Singgih, E., Iskandar, J., Goestjahjanti, F. S., Fahlevi, M., Nadeak, M., Fahmi, K., Anwar, R., Asbari, M., & Purwanto, A. (2020). The Role of Job Satisfaction in the Relationship between Transformational Leadership, Knowledge Management, Work Environment and Performance. Solid State Technology, 63(2s), 293–314. http://www.solidstatetechnology.us/index.php/JSST/article/view/1556

Springmier, K., Fonseca, C., Krier, L., Premo, R., Smith, H., & Wegmann, M. (2024). A Learning Organization in Action: Applying Senge’s Five Disciplines to a Collections Diversity Audit. Portal, 24, 251–263. https://doi.org/10.1353/pla.2024.a923706

Vella, R. (2024). The Gospels and Educational Leadership: Still Fascinating? European Journal of Theoretical and Applied Sciences, 2(4), 154–171. https://doi.org/10.59324/ejtas.2024.2(4).13

Watson, R., & Singh, U. G. (2022). Support mechanisms utilised by educational leaders during COVID-19: experiences from the Western Australian public education school sector. School Leadership and Management, 42(5), 457–477. https://doi.org/10.1080/13632434.2022.2116568

Weber, K. E., Hawlitschek, P., Richter, D., & Klusmann, U. (2024). Professional development needs of teachers at schools in socioeconomically disadvantaged areas. Zeitschrift fur Erziehungswissenschaft, 27(2), 321–349. https://doi.org/10.1007/s11618-023-01208-1

Xie, L. (2020). The impact of servant leadership and transformational leadership on learning organization: a comparative analysis. Leadership and Organization Development Journal, 41(2), 220–236. https://doi.org/10.1108/LODJ-04-2019-0148

Yoon, S. W., & Park, J. G. (2023). Employee’s intention to share knowledge: the impacts of learning organization culture and learning goal orientation. International Journal of Manpower, 44(2), 231–246. https://doi.org/10.1108/IJM-01-2021-0004

Yücel, İ. (2021). Transformational leadership and turnover intentions: The mediating role of employee performance during the COVID-19 pandemic. Administrative Sciences, 11(3), 1–21. https://doi.org/10.3390/admsci11030081