The Impact of Democratic and Autocratic Leadership Styles on Teacher Performance in Basic Education School
Keywords:
Leadership, Democratic, Autocratic, Teacher performance
Abstract
This study examines the impact of democratic and autocratic leadership styles on teacher performance in basic education schools in Baucau town, Timor-Leste. Leadership style plays a pivotal role in educational outcomes, yet limited research has explored its influence in the Timor-Leste context. Employing a quantitative approach, data were collected via teacher questionnaires and analyzed using multiple linear regression in SPSS. Three hypotheses were tested: the individual impact of autocratic (H1) and democratic (H2) leadership styles, and their combined impact (H3) on teacher performance. Results reveal that while democratic leadership significantly enhances teacher performance, autocratic leadership does not have a significant effect. However, both styles together have a combined impact. These findings underscore the importance of fostering democratic leadership to create inclusive and collaborative school environments. The study recommends that national education authorities prioritize leadership training and policy reforms to enhance democratic leadership practices.
References
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[19] F. Astuti, A. Aunnurahman, and W. Wahyudi, "The Effect of Democratic, Autocratic and Laissez-Faire (Free) Leadership Style of Kindergarten Headmaster Toward Teacher Discipline Performance at Kindergartens in Southeast Pontianak District," Journal of Education, Teaching and Learning, vol. 4, no. 1, pp. 130–138, 2019.
[20] I. Indrawan et al., "Develop Model of Transactional, Transformational, Democratic and Autocratic Leadership Style for Indonesian School Performance in Education 4.0 Era," Systematic Reviews in Pharmacy, vol. 11, pp. 409–419, 2020.
[2] D. Bosiok and N. Sad, "Leadership Styles and Creativity," Journal of Applied Knowledge Management, vol. 1, no. 2, pp. 64–77, 2013.
[3] R. Bahlieda, "The Democratic Gulag: Patriarchy, Leadership and Education," Counterpoints, vol. 488, pp. 127–199, 2015.
[4] E. Cassity and J. Chainey, Teacher Development Multi-Year Study Series: Timor-Leste. Canberra, Australia: Australian Government Department of Foreign Affairs and Trade, 2020.
[5] J. W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4th ed. London, UK: Pearson Education Limited, 2014.
[6] J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th ed. Thousand Oaks, CA: SAGE Publications, 2014.
[7] A. Harris and C. Chapman, "Democratic Leadership for School Improvement in Challenging Contexts," International Electronic Journal for Leadership in Learning, vol. 6, no. 9, pp. 1–10, 2002.
[8] N. M. Janna and H. Herianto, "Konsep Uji Validitas dan Reliabilitas dengan Menggunakan SPSS," OSF Preprints, 2021, doi: 10.31219/osf.io/v9j52.
[9] C. Lee, "The Impact of Principal’s Transformational Democratic Leadership Style on Teacher Job Satisfaction and Commitment," Doctoral dissertation, Universidade Tzu Chi, Taiwan, 2008.
[10] T. S. Nanjundeswaraswamy and D. R. Swamy, "Leadership Styles," Advances in Management, vol. 7, no. 1, pp. 57–62, 2014.
[11] K. Parveen, P. Q. B. Tran, T. Kumar, and A. H. Shah, "Impact of Principal Leadership Styles on Teacher Job Performance: An Empirical Investigation," Frontiers in Education, vol. 7, 2022, doi: 10.3389/feduc.2022.814159.
[12] S. Raupu, D. Maharani, H. Mahmud, and Alauddin, "Democratic Leadership and Its Impact on Teacher Performance," Journal Pendidikan, vol. 13, no. 3, pp. 1557–1570, 2021, doi: 10.35445/alishlah.v13i3.990.
[13] S. M. B. Ribeiro, "Leadership at the Basic Education School Level in Post-Conflict Timor-Leste: A Study of Historical Background, Recent Developments and Current Concerns of School Leaders," Doctoral dissertation, University of Western Australia, Australia, 2019.
[14] Usmadi, "Pengujian Persyaratan Analisis," Inovasi Pendidikan, vol. 7, no. 1, pp. 50–62, 2020.
[15] Wahidin, W. Basri, and T. S. Wibowo, "Democratic, Autocratic, Bureaucratic and Charismatic Leadership Style: Which Influence School Teacher Performance in Education 4.0 Era?" Systematic Reviews in Pharmacy, vol. 11, no. 9, pp. 277–286, 2020.
[16] F. Yusup, "Uji Validitas dan Reliabilitas Instrumen Penelitian Kuantitatif," Jurnal Ilmiah Kependidikan, vol. 7, no. 1, pp. 17–23, 2018.
[17] A. Purwanto, "Democratic, Autocratic, Bureaucratic and Charismatic Leadership Style: Which Influence School Teachers Performance in Education 4.0 Era?" Systematic Reviews in Pharmacy, vol. 11, no. 9, pp. 277–286, 2020.
[18] A. L. Kadiyono et al., "Develop Leadership Style Model for Indonesian Teachers Performance in Education 4.0 Era," Systematic Reviews in Pharmacy, vol. 11, no. 9, pp. 363–373, 2020.
[19] F. Astuti, A. Aunnurahman, and W. Wahyudi, "The Effect of Democratic, Autocratic and Laissez-Faire (Free) Leadership Style of Kindergarten Headmaster Toward Teacher Discipline Performance at Kindergartens in Southeast Pontianak District," Journal of Education, Teaching and Learning, vol. 4, no. 1, pp. 130–138, 2019.
[20] I. Indrawan et al., "Develop Model of Transactional, Transformational, Democratic and Autocratic Leadership Style for Indonesian School Performance in Education 4.0 Era," Systematic Reviews in Pharmacy, vol. 11, pp. 409–419, 2020.
Published
2024-11-27
How to Cite
[1]
Ximenes, S.M. and Silva, M.B.D. 2024. The Impact of Democratic and Autocratic Leadership Styles on Teacher Performance in Basic Education School. International Journal on Integrated Education. 7, 4 (Nov. 2024), 75-85. DOI:https://doi.org/10.31149/ijie.v7i4.5336.
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