The Influence
of
Principal’s
Leadership Styles in Innovating School
(Study at Senior
High Schools in Jambi)
Samsu
Faculty of Tarbiyah and Teacher’s
Training
IAIN Sulthan Thaha Saifuddin Jambi
Jl. Jambi-Ma. Bulian KM.16 Simpang
Sungai Duren
Kabupaten Muaro Jambi, Provinsi
Jambi-Indonesia
samsu.su@yahoo.co.id
Rusmini
Faculty of Tarbiyah and Teacher’s
Training
IAIN Sulthan Thaha Saifuddin Jambi
Jl. Jambi-Ma. Bulian KM.16 Simpang
Sungai Duren
Kabupaten Muaro Jambi, Provinsi
Jambi-Indonesia
rusmini78@yahoo.co.id
Abstract
The title of this research is the influence of principal’s
leadership styles in innovating school (study at senior high school in Jambi),
this study is aimed at obtaining information about school leadership style and its effect on school innovation at
the senior high school level in Jambi city. This study used ten leadership styles. The study was developed by associating with school innovations.
There were 64 teachers and principals who were taken as samples. This study
used mixed methods research. Data were analyzed using mean, standard deviation,
and correlation. The results showed that overall principal's leadership style was
not sufficient to affect senior high school innovation, this was evidenced by there
were only three of those ten leadership styles which have positive relationship
when they were doing school’s innovations. Thus, the principals should give
attention to all the leadership styles to do innovation at senior high school to
improve the quality of schools.
Keywords:
Leadership
styles, and school’s innovations
A. Introduction
School’s
principals have very important role in
realizing the schools’s innovations. One important factor that can influence innovation in schools is the principal's leadership style. Principal’s leadership style which is liked by teachers and other subordinates
will create an
atmosphere that will be conducive to realize the school innovations.
The closeness between the principals with teachers
and other subordinates is a good relationship that help
principals and teachers in performing their duties at the school (Mangkunegara, 2011). Without good leadership style, the school is
only a stagnant community.
Therefore, every school
should have a
good leadership style. The
role of school leadership
style will affects schools and somehow will be the characteristics
the school. Therefore, any principals need to design themselves in such a way in order to realize his or her willingness to
be an ideal leader.
Leadership is defined as the ability and skill of a person who
served as leader to influence the behavior of others, especially subordinates, to think
and act in such a
way that through positive behavior, he gives real contribution in achieving the school goals (Rivai and Murni, 2009). The role
of leaders as agents
of change is one that needs to be
developed to improve the quality of
school services. Quality
of school service is determined by how a leader perform their duties and how he or she affect their subordinates to work properly in accordance with what
is desired to achieve the school goals.
Based
on the theory that has been mentioned, leadership
can be defined as the ability to
influence all the followers
or subordinates in
order to do the job with cooperation
and mutual support for achieving
the purpose. Because of that, to be a leader needs high
loyalty and always provide the best for the subordinates.
Every person (principal), have a "style"
in directing subordinates, but
because principal’s leadership
style affects schools greatly then the leadership
style needs to get serious
attention in the school. Leadership style is
related to how to influence
subordinates and to deliver and to implement
his ideas and how leaders give or delegate trust and authorities
to his subordinates (Getol, 2012). Therefore, the
leadership behavior shown in the managerial process consistently called
leadership style. The leadership style
is how to behave
typical of a
leader to his subordinates.
Thus the leadership style is the way how the leaders behave consistently with the employee as a member of the group (Wahyudi, 2009). One of
the leadership styles that are favored
by the teacher is democratic. Democratic means teachers are given freedom to
express ideas and use deliberation to reach compromise.
It
is inevitable that in organizing education
in the school, the school would need a
leader who could be invited
to communicate, interact, and take a policy
based on mutual understanding and discussion. Principal’s style of leadership style needs to be developed in schools, especially in making them able to communicate,
interact and take
the policy, because the teachers and administrative
staff needs a harmonious
relationship between leaders and
subordinates in carrying out daily duties in school.
Therefore, in this study it is important to see the
school leadership style, and influence
of principals’ leadership style on the schools innovation,
especially in Jambi city.
In
addition, several other thinkers
provide a definition of leadership style
and among
others is for example Tofan Agung Eka P (2009) that leadership style can
be defined as a special appearance
or characteristics of a leadership. Leadership style is an important
factor in running leadership effectiveness. In organizations, leadership style application means that someone able to influence the attitudes and behavior of their subordinates (employees) so they can do their job well. Leadership in an organization occurs because there is an interaction between the three important components of an organization: leaders, subordinates and the
situation or certain working conditions.
1.
The
Importance of Leadership Style
Style is a nature, character or
propensity of a leader in the lead or the use
of power and policies in an organization. Style of a leader in leading, generally differ from one another depending on the nature, character and tendencies or
situation facing a leader in the lead. Samsu (2014) has
explained that in Indonesian context, crysis of uswatun hasanah (social
trust) has occured in this time, it will cause the nation is lost of leadership
figure that he/she can be referenced in all life and leadership aspects. It is
because leadership and how to know the leadership style is important.
2. The Leadership Style of Principals in Jambi city
The school principal is
the most important person at the unit level of education (schools), because of
its role as a leader, manager and school administrators. The school principal
is the highest position at the senior high school level, appointed by the
Provincial Education Department, as well as responsible for what is happening
in the school and its surroundings.
The leadership style of a leader must be adapted to the situation, the nature and behavior of the people being led. Therefore, be an
effective leader, one must not only embrace a leadership style
only, but the
leader must be flexible to choose a style of
leadership that is otherwise deemed
appropriate for the purposes of the organization.
To be an effective leader not
only they have to adopt a certain
style of leadership but they should be combine one leadership
style with another. Each leadership
style has advantages and disadvantages of each. So it is
difficult to determine which leadership
style is the best, that’s combining them is a
must.
The most important
thing is that a leader should intelligently determine what leadership style
should be applied in circumstances being faced in the organization or a leader.
Sometimes because if a leader only uses one style of leadership it would makes
some subordinates feels that the leader not able to solve all problems, only
certain problems. Yet it is precisely in certain circumstances (perhaps are
urgent or critical) that certain leadership style is useful for the
organization. The dilemma is that not every leader can change their leadership
styles to suit certain situations or problems, while the change of leadership
styles in order to suit every problems is important to sustain the organization
and gain supports from the subordinates.
Principal leadership style in Jambi city now is more
oriented on the individual style of each principal, not systemic and
organizationally. As a result, individual schools can not be detected using
what leadership style. In practice, this proves that the innovative school is
highly dependent on owned principal. In the event of school principal rotation,
the school will have an impact on innovation. Though a good school must
continue to do innovate school in order to the quality of school management can
be realized well.
3. Innovation School
Today the term innovation
in organizational life increasingly
becomes important, because each person basically
can not escape from the life of the organization. Prescott W, &
Hoyle E as
quoted by Hasibuan
(2004) states that innovation
can be understood in a double
sense. Firstly, the meaning seen in the form of common
noun is: "a new
object, idea or
practice". Secondly, as an abstract noun, namely: ''a process in
which an idea, object or new practices raised to the surface
and was adopted by individuals or groups”.
This process start
from the findings (invention) followed by
the development process, and the process of adoption". Innovation is
one of the words that
are often used in leadership,
innovation and leadership
even very well
aligned. Leadership always has
some focus to realize a better future. In
this case, the leader is always
innovative.
The issues of
innovation in organizational life are inseparable from the four kinds of
factors, namely 1) innovators are referred to as agents of change, 2) the
innovation itself, 3) people or institutions that adopt innovations, and 4) the
innovation process itself takes many time (Harris, Lown,
& Presscott w, (Ed) in Lias Hasibuan, 2004). Each one of these
factors is described by Hasibuan (2004) as follows.
1) Agent of change
Innovators can
be defined as a person or certain parties who
bore/bring innovation, namely in
the form of new ideas or practices. Based on studies Rogers noted that
the group of innovator as shown in the frequency
distribution table was
only around 2.5% only (Rogers in Lias Hasibuan, 2004). This
shows that the so-called groups of
innovators are not many in number. Further
Hasibuan explained that we can understand the limitation
of the number or group of innovators, resulting in ideas and new practices only a few who understand
it. The existence of these
limitations requires innovators
to disseminate ideas
and new practices into the
social value system. This socialization requires
the wisdom of innovators,
if it is not,
ideas and new practices
often find failures in the process of adoption.
2) Innovation
Rogers in Hasibuan (2004) reveals that there are five characteristics of innovation that
determines the success of the innovation itself. The fifth of these
characteristics are: (a) the relative advantage derived from an innovation, (b) Compliance innovation with the values and social norms
that exist on the adopter, (c) Innovation must be tested, (d) The complexity of the innovation, (e) Innovation can be seen by prospective adopter
innovation.
3) Persons or
institutions that adopt innovations
An innovation
can be adopted by individuals or institutions (groups). The adoption process should ultimately bring the institutionalization of new elements into the life system of individuals
or groups (institutionalized).
4) The process of
innovation
The innovation process
takes place in four stages, namely invention, development,
diffusion and adoption.
At this stage of the invention, the process of innovation requires innovators that the
inventor to give birth to an idea or new practices. At this level innovator (inventor) is
defined as the dynamic personal creative, even
controversial to come
up with ideas or new practices.
There are
several factors that facilitate or impede innovation, to identify factors that
regulate positive and negative results of innovation for individuals and groups
when they take the risk to be involved in innovative activities. Firstly,
the behavior of the inovation. It is require
a wide range of cognitive and socio-political efforts and investments which may
lead to success or failure, high or low performance in the execution of duty,
conflict, positive or negative work attitude and high or low levels of
well-being, Secondly, skills and attitudes of employees are innovative.
Cognitive and interpersonal skills, a willingness to discuss and resolve
disputes will facilitate innovation and reduce the occurrence of conflict. Thirdly,
the process group of co-workers in the team. Innovation is rarely the result of
one individual activity, cooperation is very important. The right team
knowledge, skills and abilities will affect the process of the group, including
conflict management skills, collaborative problem-solving skills, communication
skills, goal setting and performance assessment skills. The effectiveness of
the group will be enhanced with the clarity and commitment to common goals and
participation in decision-making. Diversity group and team ownership are two
characteristics of the team that should support innovation positive results. Fourthly,
leadership style. Innovators need the autonomy of the rules and procedures of
the organization. Participation and direct support will stimulate the behavior
of innovative work, which is participative leadership that would imply the
existence of consultation and delegation, as well as support relating to the
recognition and provision of resources to innovate, and the fifth, the
organizational context also affects the results of the behavior of innovative
work. It can be considered negative if it impede innovation
occurs, or positive if it can promote a culture of innovation.
Support for changing, focus on customers (stakeholders) and organizational
learning are the three characteristics
of organizational context that
contributes to a culture of
innovation. Support for change
is crucial in the face of potential conflicts arising from the innovation.
In this article, there
are ten styles of leadership that will be examined, namely: 1) participative,
2) laissez faire, 3) authoritarian, 4) democratic, 5) charismatic, 6)
transformational, 7) situational, 8) trust, 9) grid, and 10) three-dimensional
leadership styles.
Research purposes
Investigating leadership styles which are used
by principals in
Jambi city will provide a real feedback to this form of innovation that run the
principal at their respective
schools. This article will
examine the problems posed by the condition of innovation leadership style of
the principal. In other words, this study will highlight about the leadership
style which is practiced by the principals in Jambi city. Therefore, this article
seeks to answer the following questions 1) What is the style of principal
leadership in senior high school in Jambi city? 2) How does innovation happen
in senior high school in Jambi city during this time?, and 3) Is there a
significant difference between the school leadership style to innovation senior
high school in Jambi city?
Methodology
This article used mixed methods approach,
the quantitative data as the main data, while
qualitative data as supporting data
to explain the
findings of existing research, so
that each of the data will be analyzed and
to be the results of research (Creswell
and Clark, 2007). The type of data
that was used in the form of information obtained through observation,
interview, and questionnaire. As
for the data source to obtain
the necessary information in this article
consisted of principals as leaders and teachers
at senior high school in Jambi city.
There were 32 senior high school in Jambi city be used as a location for research, namely: 1) SMA
Negeri 1 Jambi city, 2) SMA Negeri 2 Jambi city, 3) SMAN 3 Jambi city, 4) SMAN 4 Jambi city, 5) SMAN 5 Jambi city, 6) SMAN 6 Jambi city, 7) MAN Model Jambi city, 8) MAN 2 Sebrang of Jambi city, 9) MAS Nurul Falah Jambi city, 10) MAS Mahdaliyah Jambi city, 11) MAL Jambi city, 12) SMA 7 Jambi city, 13) SMA 8 Jambi city, 14) SMA Negeri 9 Jambi city, 15) SMA Negeri 10 Jambi city, 16) MAS Al-Khoiriyah Jambi city, 17) MAS As'ad Olak Kemang, 18) MAS Nurul Ihsan Muhajirin, 19) SMA GUPPI Jambi city, 20) SMA 11 Jambi city, 21) SMA Ferdi Ferry Jambi city, 22) SMA Pertiwi Jambi city, 23) SMA At-Taufik Jambi city, 24) SMA Nurussholah Jambi City, 25 ) SMK
Negeri 1 Jambi city, 26) SMK Yadika Jambi city, 27) SMA Nusantara Jambi city, 28) SMA IX Lurah Jambi city, 29) SMA Adhiyaksa Jambi city, 30) SMA 2 Mei Jambi city, 31) SMA Baiturrahim Jambi city and 32) SMA Al-Falah Jambi city.
The total population of teachers who
studied to provide
a response to the principal's leadership style in relation to innovation
school was 32 people. Each teacher was consulted through a questionnaire to see the leadership style employed by their school
principals respectively, while the total sample used as many as 64 people consisting of 32 teachers and 32 principals;
spread on a senior high school in Jambi city. To obtain qualitative data also interviewed
principals as leaders
in their respective to senior high school. Selection was done through stratified random sampling. According to
Chua (2006) selecting
through a stratified random sampling means doing it in isolation, in this case the teachers and principals of existing and selected
as samples.
Method
of collecting data
The process of collecting and analyzing data
is an important step to guarantee the success or failure of research. In this study, the main information was information obtained directly from the sample through a circular questionnaire,
which itself was based on the
perception of respondents answered.
Researcher used questionnaire, interview, observation and documentation in
collecting data.
Data analysis
Data analysis is the
process of categorization, organization, manipulation, and summarizing data to
obtain answers to questions research (Kerlinger, 1998). Data analysis performed in this study had two
shades of analysis, ie analyzing the time to sharpen the validity of data, and
analysis through the interpretation of the overall data.
Quantitative Data Analysis
Quantitative data analysis was performed through quantitative descriptive
analysis, meaning the entire sheet questionnaire
examined one by one and then every choice
of respondents researched and summed to look for
a percentage. Score assessment was carried out through a Likert scale.
The quantitative data
analysis was done first followed by the analysis of qualitative data to give
more meaning to the principal's leadership style (senior high school) in Jambi
city. Following the opinion of Sambas (2007) analysis of statistical data which
was used in this study was descriptive statistical data analysis and inference.
Descriptive statistical data analysis that is normally used is the percentage
of data presentation, frequency, mean, standard deviation, median or mode.
Therefore, in this descriptive data analysis, data presentation which was done was
through the mean and standard deviation, while the inference statistical data
analysis to analyze the data using Pearson correlation and linear regression.
The purpose of descriptive analysis and statistical inference was to generate
inference and generalization of the research findings. The questionnaire data were
analyzed by means of encoding and inserting it into the computer. Data for the
principal's leadership style scores in Jambi city also entered into a computer
for analysis. Software Statistical Package for Social Science (SPSS) version
12.0 was used to analyze the data.
Descriptive analysis which outlined the overall status of the
study population that aims to provide
a preliminary description of the profile of the respondents was senior high
school teachers throughout Jambi city. Statistics used were frequency and percentage.
Descriptive statistics also outlined the variables of school innovation.
Statistics used were mean, standard deviation. Interpretation
mean scores used were as in table 1 below:
Table 1. Interpretation of Score Mean
|
Mean Score
|
Interpretation
|
|
1.00 – 1.79
|
Very low
|
|
1.80 – 2.59
|
Low
|
|
2.60 – 3.39
|
Medium
|
|
3.40 – 4.19
|
High
|
|
4.20 – 5.00
|
Very high
|
Source: Sambas & Maman (2007).
Mean
scores interpretation which was made
by the interpretation made by Sambas and Maman (2007).
According to them scores mean 4.20 - 5.00 shows respondents
agree at this stage is very high, scores mean 3.40 – 4.19 at the stage of high scores mean 2.60 – 3.39 at the stage of medium, scores mean 1.80 – 2.59 at the stage of low
and scores mean 1.00 - 1.79 at the stage is very low on the principal leadership style (senior high school) in Jambi city, while the analysis of
inference is used to see what relationships exist between the variables being studied is the dependent variable (the style of principal leadership) and independent variables (school innovation). The
analysis used in this study are:
(i) Pearson correlation
analysis, and (ii)
linear regression analysis.
Results (Findings) and Discussion
The research findings obtained to answer the
problem formulation used in the
study: 1) How does the
principal's leadership style at senior high school
in Jambi city? 2) How does innovation occurs at the senior high
school in Jambi city during this
time? and 3) Is there a significant difference between principal’s leadership style
of the senior high school innovation in Jambi city?
The first and second questions answered
through statistical analysis of
descriptive analysis to determine mean and standard deviation
to see the stages
of leadership style and innovation of existing school principals conducted
by the leadership style studied. The third research question examined through inference
that a correlation analysis to see the effect of the existing leadership style and
executed by the principal.
a) Profile
of Respondents
This section described the basic information about the background (profile
respondent/ sample) selected overall by demographic factors (school, and
gender) senior high school teachers in Jambi city, as outlined in table 2 below:
Table 2. Profile of Respondents/Research Sample
|
Category
|
Sample
|
Frequency
|
|
Senior high school
|
Teacher
|
32
|
|
Principal
|
32
|
|
|
Education Level
|
Bachelor (S1)
|
54
|
|
Magister (S2)
|
10
|
|
|
Doctor/Ph.D (S3)
|
-
|
N=64
The information in above
table 2 showed the sample were 64 people who are grouped in two categories
namely: (i) the teacher were 32 people and (ii) the principal as many as 32
people. From that number, 32 people serve in public schools and 32 people were dedicated
at private senior high school in Jambi city. For the category of education
there were as many as 54 teachers who had the educational background of undergraduate (S1), 10 people who had magister
(S2) and no one doctoral background (S3).
In the following table also showed as many as six (6) principals selected to be
interviewed to obtain qualitative data. From a
total of six (6) people can be detailed each of
the three (3) public school principals (senior high school) to be measured and three (3) private school principals interviewed to obtain data support
or the truth about the research questions raised.
From thirty-two respondent principals were selected, the chosen three
(3) the principal's
public schools and three (3) private principal of senior high school with the reasons for choosing these respondents to be interviewed was because the principal was the party most responsible conduct the leadership
and management of schools and many tasks related to
development and the
role of teachers in the schools.
Table 3. Profile of Respondents to Interviewed (Principal)
|
Category
|
Sample
|
Frequency
|
|
Senior high school
|
Principal
|
6
|
|
Education Level
|
Bachelor (S1)
|
1
|
|
Magister (S2)
|
5
|
|
|
Doctor/Ph.D (S3)
|
-
|
N=32
b) Principal Leadership Style In Senior High School in Jambi City by
Overall
In this section we
report the results of a descriptive study based on the scores mean and standard
deviation of the 10 (ten) principals leadership style, they are: 1)
participation, 2) laissez faire, 3) authoritarian, 4) democracy, 5)
charismatic, 6) transformational, 7) situational, 8) trust, 9) grid, and 10)
three-dimensional. Principal leadership style variable studied based on the
leadership style. There are 3 items each statement to explain about 10
principal leadership style. From the study showed the following results.
Table 4. Principal’s Leadership Style at Overall
|
Leadership
styles
|
Senior High
School in Jambi city
|
||
|
Mean
|
SD
|
Interpretation
|
|
|
1) Participative
|
4.19
|
0.69
|
High
|
|
2) Laissez Faire
|
3.46
|
0.97
|
High
|
|
3) Autoritaran
|
2.73
|
1.13
|
Medium
|
|
4) Demokratic
|
4.19
|
0.78
|
High
|
|
5) Charismatic
|
4.19
|
0.79
|
High
|
|
6) Transformational
|
4.18
|
0.69
|
High
|
|
7) Situational
|
3.90
|
0.73
|
High
|
|
8) Trust
|
4.36
|
0.58
|
Very high
|
|
9) Grid
|
4.06
|
0.65
|
High
|
|
10) Three-Dimention
|
3.48
|
0.83
|
High
|
|
Total
|
3.87
|
0.78
|
High
|
SD = Standard deviation
The information in table
4 showed that the senior high school leadership style as a whole in Jambi city were
at high stages. Mean score senior high school principal's leadership style in Jambi
city (mean = 3.87). Based on information
obtained from table 4 it could be formulated that on the whole leadership style
at the senior high school principal in Jambi city approved at the high stage.
c)
The latest innovation happens at senior high
school in Jambi city
The results showed that the innovation as
the influence of the
principal's leadership style that
occurred at senior high school in Jambi city statistically (descriptive statistics) were in medium stages that can
be described as follows:
Table 5. Senior High School Innovation at Jambi city
|
Senior High School Innovation
|
During the time
|
||
|
In Jambi city
|
Mean
|
SD
|
Interpretation
|
|
School principal to do school innovation
|
3.25
|
0.43
|
High
|
|
Your school principals attach great importance to innovation
in the field of academic achievement
in school
|
2.62
|
0.60
|
Medium
|
|
Your school
principals attach great importance to innovation in the field of sport
|
3.21
|
0.49
|
Medium
|
|
Your school
principals attach great importance to innovation in the field of institutional
|
3.25
|
0.43
|
Medium
|
|
Your school
principals attach great importance to innovation in the field of school culture
|
3.15
|
0.62
|
Medium
|
|
Total
|
3.09
|
0.51
|
Medium
|
SD = Standard deviation
From
the research data obtained
showed that the principal's role
in innovation was at high stage
(mean = 3.25), but
the form of the innovation field of academic achievement (mean = 2.62), sport (mean = 3.21), institutional (3:25)
and school culture (mean = 3.15) at medium stages.
Based
on the findings of this study
indicated that the innovations
made by the principal at the
senior high school in Jambi city as overall
was sufficient to realize a superior and innovative school.
d) The Effect of School’s
Principal Leadership Style against
Senior High School Innovation in Jambi
city
This section described
research results by using Pearson correlation analysis about the leadership
style of the principal of the ten styles of school leadership. Acquired these
results were used to answer/prove the answer to the hypothesis H0 can be
expressed as described in table 6.
Table 6. The
Effect of School’s Leadership Style against
Senior High
School Innovation in Jambi City
|
Leadership
styles
|
The Effect
School’s Leadership Style
|
||
|
Corelation
|
Hypothesis (Sig.)
|
Interpretation
(Hypothesis)
|
|
|
1) Participative
|
0.20
|
(0.25)
|
be accepted
|
|
2) Laissez Faire
|
-0,18
|
0.30
|
be accepted
|
|
3) Autoritaran
|
-0,24
|
0,17
|
be accepted
|
|
4) Demokratic
|
-0,01
|
0,93
|
be accepted
|
|
5) Charismatic
|
-0,01
|
0.93
|
be accepted
|
|
6) Transformational
|
-0,30
|
0,08
|
be accepted
|
|
7) Situational
|
-0,09
|
0,62
|
be accepted
|
|
8) Trust
|
0,14
|
0,44
|
be accepted
|
|
9) Grid
|
0,02
|
0,91
|
be accepted
|
|
10) Three-dimention
|
-0,10
|
0,58
|
be accepted
|
df = (n-2); n = respondents;
ρ>
0.05 (ά) = hypothesis
is rejected
ρ>
0.05 (ά) = hypothesis
is accepted
Based on Pearson
correlation analysis in table 6 showed that the influence of the principal's
leadership style of participative leadership style to the innovation of school were
at a significant stage and correlation indicates a positive direction (r = 0:20,
ρ> 0.05). Therefore, there was a significant relationship between
participative leadership style of the principal of the senior high school
innovation in Jambi city. This showed that the hypothesis was accepted
(sig.0.25). In other words, the hypothesis stated that there was an influence
between participative leadership style of school principal at senior high
school innovation in Jambi city is proven.
Pearson correlation
analysis based on table 6 showed that the influence of the laissez faire leadership
style of the principal to the school innovation are at significant stages, but
it showed the direction that the negative correlation (r = -0.18, ρ> 0.05).
Therefore, there was no significant relationship between laissez faire
leadership style of the principal to the senior high school innovation in Jambi
city. This showed that the hypothesis was rejected (r = -0.18 / sig.0.30). In
other words, the hypothesis stated that there was an influence between laissez faire
leadership style to school innovation in Jambi city is not proven.
Pearson correlation analysis based
on table 6 showed that the influence of the principal's
leadership style of an authoritarian leadership style to the
school innovation were at significant stages,
but it shows the direction that the negative correlation (r = -0.24, ρ> 0.05). Therefore, there was no significant relationship between the authoritarian leadership style of the
principal to school innovation in
Jambi city. This showed that the hypothesis was rejected (r = -0.24 / sig.0.17). In other
words, the hypothesis stated that there was an influence between the
authoritarian leadership style of
principal to school innovation
in Jambi city was not proven.
Pearson correlation
analysis based on table 6 showed that the influence of the democratic leadership
style of the principal to the school innovation were at significant stages, but
it showed the direction that the negative correlation (r = -0.01, ρ> 0.05).
Therefore, there was no significant relationship between democratic leadership
style of the principal for school innovation in Jambi city. This showed that
the hypothesis wass rejected (r = -0.01 / sig.0.93). In other words, the
hypothesis states that there was an influence between the democratic leadership
style of principal to school innovation in Jambi city was not proven.
Pearson correlation
analysis based on table 6 showed that the influence of charismatic leadership
style to the school innovation were at significant stages, but it showed the
direction that the negative correlation (r = -0.01, ρ> 0.05). Therefore,
there was no significant relationship between charismatic leadership style of
the principal for school innovation in Jambi city. This shows that the
hypothesis was rejected (r = -0.01 / sig.0.93). In other words, the hypothesis stated
that there was an influence between charismatic leadership style of school principal
to school innovation in Jambi city was not proven.
Pearson correlation
analysis based on table 6 showed that the influence of transformational
leadership style to the school innovation were at significant stages, but it
showed the direction that the negative correlation (r = -0.30, ρ> 0.05).
Therefore, there was no significant relationship between transformational
leadership style of the principal for school innovation in Jambi city. This
showed that the hypothesis was rejected (r = -0.30 / sig.0.08). In other words,
the hypothesis stated that there was an influence between transformational
leadership style of the principal to school innovation in Jambi city was not
proven.
Pearson correlation
analysis based on table 6 showed that the influence of situational leadership
style to the school innovation were at significant stages, but it showed the
direction that the negative correlation (r = -0.09, ρ> 0.05). Therefore,
there was no significant relationship between situational leadership style of
the principal for school innovation in Jambi city. This showed that the
hypothesis was rejected (r = -0.09 / sig.0.62). In other words, the hypothesis stated
that there was an influence between situational leadership style of the principal
for school innovation in Jambi city was not proven.
Pearson correlation
analysis based on table 6 showed that the influence of the trust leadership
style of the principal towards innovation school were at a significant stage
and correlation indicated a positive direction (r = 0.14 ρ> 0.05).
Therefore, there was a significant relationship between the trust leadership
style of the principal to school innovation in Jambi city. This showed that the
hypothesis was accepted (r = 0.14 / sig.0.44). In other words, the hypothesis stated
that there was an influence between trust leadership style to school innovation
in Jambi city was proven.
Pearson correlation analysis based
on table 6 showed that the influence of grid leadership style
for school innovation
were at the stage of a significant and positive
correlation indicated the direction
(r = 0:02,
ρ> 0.05). Therefore, there was a significant relationship between principal’s grid leadership style for
school innovation in Jambi city. This showed
that the hypothesis was accepted (r = 0.02 / sig.0.91). In other words, the hypothesis stated that there was an influence
between principal’s grid leadership style for school innovation in Jambi city was proven.
Beside
that, pearson correlation analysis
based on table 6 showed
that the influence of three-dimensional
leadership style for school innovation were at significant
stages, but it showed
the direction in the negative correlation
(r = -0.10,
ρ> 0.05). Therefore, there was no significant relationship between three-dimensional leadership style
for school innovation in Jambi city. This
showed that the
hypothesis was rejected (r =
-0.10 / sig.0.58).
In other words, the hypothesis stated that
there was an influence between three-dimensional leadership style for schools
innovation in Jambi city was
not proven.
Conclusion and
Recommendation
From
research conducted can be summarized as follows:
1) Principal’s leadership style who
practiced in senior high school in Jambi city by overall were at high stage (mean = 3.87). However,
it was found that the implementation of
trust leadership style by overall
were at a very high
stage (mean =
4.36), whereas the authoritarian
leadership style by overall were at medium stage (mean = 2.73),
which can be described
in table 7 below:
Table 7. Principal’s leadership
style
in senior high school in Jambi
city by overall
|
Leadership
Styles
|
Senior High
School
|
||
|
Mean
|
SD
|
Interpretation
|
|
|
1) Participative
|
4.19
|
0.69
|
High
|
|
2) Laissez Faire
|
3.46
|
0.97
|
High
|
|
3) Autoritaran
|
2.73
|
1.13
|
Medium
|
|
4) Demokratic
|
4.19
|
0.78
|
High
|
|
5) Charismatic
|
4.19
|
0.79
|
High
|
|
6) Transformational
|
4.18
|
0.69
|
High
|
|
7) Situational
|
3.90
|
0.73
|
High
|
|
8) Trust
|
4.36
|
0.58
|
Very High
|
|
9) Grid
|
4.06
|
0.65
|
High
|
|
10) Three-Dimention
|
3.48
|
0.83
|
High
|
|
Total
|
3.87
|
0.78
|
High
|
SD =Standard deviation
In table 7, the
findings indicate that the ten (10) school principal’s leadership styles as mentioned
above have been practiced by principals of senior high school in Jambi city, and
it has been practised at very high stage especially for trust leadership style.
1)
Innovation
happens in senior high
school in Jambi city during this time
Based on the research conducted on the
innovation that occured in senior high school in Jambi city, the
results obtained can be concluded that the innovation that occured at senior high school in Jambi
city at the stage of medium (mean =
3.09). From the research data obtained showed that the principal's role in
innovation was at high stage (mean =
3.25), but the form of innovations implemented in the areas of academic achievement
(mean = 2.62), sport (mean = 3.21), institutional (mean = 3.25),
and the school culture (mean =
3.15) are at medium stage.
Based on the findings of this study indicated that
the innovations had made by
the principal at senior high
school in Jambi city as a whole have not been adequate to
achieve superior and innovative school.
2)
Significant Influence between Principal’s Leadership Style to Senior High School Innovation in Jambi city
Based on
the research findings through Pearson correlation
analysis showed that out of ten (10) school
leadership style which tested showed that only participative
leadership style (sig.0.25), trust leadership
style (sig.0.44), and grid leadership style (sig.0.91)
which hypothesis were
accepted (proven). While other styles of
leadership (1) laissez Faire, 2) authoritarian, 3) democratic, 4) charismatic, 5) transformational, 6) situational, and 7) three-dimensional)
were not accepted (proven) and even have negative relationship.
When connected to the
third research question mentioned above, it can be concluded that the principal
has conducted leadership style, and was not directed to innovate school. This was
evidenced by the results of studies showed that the innovation school was not
sufficient to be an innovative school that was characterized by significant
influence of the principal's leadership style only three styles have positive
relationships, beside that were in negative.
Based
on the findings there are some things that can be recommended for the improvement of leadership styles,
they are: 1) the need for reorientation conducted leadership style that leads to innovation school in
order to improve at school,
especially at senior high school in Jambi
city, 2) the need for leadership
(principals) to provide guidance continuously on the relevance, access, forms and media
to innovate with the school principal
that gives greater space to the schools and
principals to develop school innovation, 3) the need continuously
to be fostered information
about innovations planned by the school to
be known leaders, teachers and
students, and the community.
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