Skip to main content Skip to main navigation menu Skip to site footer
Articles
DOI: 10.32806/jkpi.v7i3.1910
Submitted: 04-06-2026
Published: 06-07-2026

THE EFFECT OF SCHOOL PRINCIPALS’ SITUATIONAL LEADERSHIP, PROFESSIONAL COMPETENCE, AND WORK COMMUNICATION ON THE WORK MOTIVATION OF TEACHERS AT PUBLIC HIGH SCHOOLS IN BALANGAN REGENCY

Universitas Lambung Mangkurat
Universitas Lambung Mangkurat
Universitas Lambung Mangkurat
Situational Leadership, Professional Competence, Workplace Communication, Work Motivation

Abstract

This study aims to analyze the influence of school principals’ situational leadership, teachers’ professional competence, and workplace communication on the job motivation of public high school teachers in Balangan Regency, both directly and indirectly through workplace communication as a mediating variable. The study employed a quantitative approach with an explanatory research design. The study population consisted of all public high school teachers in Balangan Regency who held certified educator status, totaling 108 individuals, who were also used as the study sample. Data collection was conducted using a questionnaire that had passed validity and reliability tests. Data analysis was performed using descriptive statistics, classical assumption tests, multiple linear regression analysis, and path analysis with the assistance of SPSS software. The results of the study indicate that the principal’s situational leadership has a positive and significant effect on teachers’ work motivation (β = 0.155; p < 0.05), teachers’ professional competence has a positive and significant effect on teachers’ work motivation (β = 0.378; p < 0.001), and work communication has a positive and significant effect on teachers’ work motivation (β = 0.142; p < 0.05). Furthermore, the principal’s situational leadership has a significant effect on work communication (β = 0.505; p < 0.05), and teachers’ professional competence also has a significant effect on work communication (β = 0.623; p < 0.05). The path analysis results indicate that workplace communication mediates the effects of the principal’s situational leadership and teachers’ professional competence on teachers’ work motivation. These findings confirm that improving the quality of adaptive leadership, strengthening professional competence, and developing effective workplace communication are complementary strategies for enhancing teachers’ work motivation and supporting improvements in the quality of education at public high schools in Balangan Regency.

References

  1. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
  2. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
  3. Devana, A., et al. (2025). Situational leadership and teachers' work motivation in secondary education. Journal of Educational Leadership, 8(2), 101–115.
  4. Gibson, J. L., Ivancevich, J. M., Donnelly, J. H., & Konopaske, R. (2006). Organizations: Behavior, structure, processes (12th ed.). McGraw-Hill.
  5. Goldhaber, G. M. (1993). Organizational communication (6th ed.). Brown & Benchmark.
  6. Handayani. (2024). Kepemimpinan situasional kepala sekolah dalam meningkatkan kinerja guru. Jurnal Manajemen Pendidikan, 9(1), 45–58.
  7. Haudi, H., et al. (2022). Pendidikan sebagai strategi peningkatan kualitas sumber daya manusia. Jurnal Pendidikan Indonesia, 3(2), 115–127.
  8. Hersey, P., & Blanchard, K. H. (1982). Management of organizational behavior: Utilizing human resources (4th ed.). Prentice Hall.
  9. Hersey, P., Blanchard, K. H., & Johnson, D. E. (2013). Management of organizational behavior: Leading human resources (10th ed.). Pearson.
  10. Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (2nd ed.). Wiley.
  11. Kurniawati, R., et al. (2025). School leadership and teacher motivation: Evidence from Indonesian secondary schools. Educational Management Review, 12(1), 56–72.
  12. Laila Hajidah. (2022). Pengaruh kompetensi profesional, budaya kerja, dan komunikasi kerja terhadap kinerja guru Sekolah Dasar Negeri Kecamatan Paringin Selatan (Tesis magister). Universitas Lambung Mangkurat.
  13. Manaf, H. (2026). Professional supervision and teachers' work motivation. Journal of Educational Administration, 9(1), 44–60.
  14. Maryani, D., et al. (2026). Technology-based professional development and teachers' work motivation. International Journal of Educational Technology, 15(2), 95–110.
  15. Masruri, A., et al. (2025). Leadership behavior and intrinsic teacher motivation. International Journal of Educational Leadership, 14(3), 201–218.
  16. Minsih, M., Rusnilawati, R., & Mujahid, I. (2019). Kepemimpinan kepala sekolah dalam membangun sekolah berkualitas. Profesi Pendidikan Dasar, 6(1), 29–40.
  17. Muslikah, S., et al. (2025). Principal leadership and continuous professional development. Educational Policy Studies, 10(2), 120–136.
  18. Norparidah. (2022). Pengaruh kepemimpinan kepala sekolah terhadap profesionalisme guru SMA Negeri Kabupaten Balangan (Tesis magister). Universitas Lambung Mangkurat.
  19. Nurlaeni, S., & Soro, M. (2026). Professional competence and teacher motivation in Indonesian schools. Journal of Teacher Education Research, 17(1), 33–49.
  20. Peraturan Direktur Jenderal Guru dan Tenaga Kependidikan Nomor 2626/B.B1.3/HK/2023 tentang Model Kompetensi Guru.
  21. Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru.
  22. Rahayu. (2017). Pengaruh komunikasi interpersonal dan kepemimpinan kepala sekolah terhadap motivasi kerja guru. Jurnal Administrasi Pendidikan, 24(2), 134–145.
  23. Sari, A., et al. (2022). Kompetensi profesional guru dan pengaruhnya terhadap kualitas pembelajaran. Jurnal Pendidikan, 23(1), 77–89.
  24. Segarayoga, P., et al. (2025). Flexible leadership and teacher motivation in public schools. Journal of Educational Management, 19(2), 88–103.
  25. Suriansyah, A. (2014). Hubungan budaya sekolah, komunikasi, dan komitmen kerja terhadap kinerja guru sekolah dasar negeri. Cakrawala Pendidikan, 33(3), 358–367.
  26. Syaputri, N., et al. (2025). Professional competence as a predictor of teacher motivation. International Journal of Educational Research, 28(1), 77–91.
  27. Uno, H. B. (2007). Teori motivasi dan pengukurannya. Bumi Aksara.
  28. Uno, H. B. (2023). Teori motivasi dan aplikasinya dalam dunia pendidikan (Rev. ed.). Bumi Aksara.
  29. Vroom, V. H. (1964). Work and motivation. Wiley.
  30. Wulandari, E., & Maisaroh, S. (2025). Teacher certification and professional motivation in Indonesian education. Journal of Educational Policy, 11(4), 299–315.
  31. Yulia. (2017). Motivasi kerja guru dalam meningkatkan profesionalisme pendidik. Jurnal Pendidikan dan Pembelajaran, 24(2), 145–156.

How to Cite

Raihani, R., Aslamiah, A., & Suriansyah, A. (2026). THE EFFECT OF SCHOOL PRINCIPALS’ SITUATIONAL LEADERSHIP, PROFESSIONAL COMPETENCE, AND WORK COMMUNICATION ON THE WORK MOTIVATION OF TEACHERS AT PUBLIC HIGH SCHOOLS IN BALANGAN REGENCY. Jurnal Konseling Pendidikan Islam, 7(3). https://doi.org/10.32806/jkpi.v7i3.1910