The Influence of Visionary Leadership Style, School Climate, and Interpersonal Relationships on Teacher Productivity

Joy Frandero Yoni Astra Pasaribu; Widi Dewi Ruspitasari; Ike Kusdyah Rachmawati

doi:10.61987/jemr.v5i2.1933

Authors

Joy Frandero Yoni Astra Pasaribu Institut Teknologi dan Bisnis Asia Malang
Widi Dewi Ruspitasari Institut Teknologi dan Bisnis Asia Malang
Ike Kusdyah Rachmawati Institut Teknologi dan Bisnis Asia Malang

DOI:

https://doi.org/10.61987/jemr.v5i2.1933

Keywords:

Visionary Leadership, School Climate, Teacher Productivity

Abstract

This study aims to analyze the influence of principals’ visionary leadership style, school climate, and interpersonal relationships on teacher productivity. A quantitative approach was employed using a census method, involving all teachers in the population as respondents. Data were collected through a Likert-scale questionnaire and analyzed using multiple linear regression with SPSS. The results indicate that, partially, visionary leadership has a positive and significant effect on teacher productivity, while school climate and interpersonal relationships do not show a significant partial effect. However, simultaneously, visionary leadership, school climate, and interpersonal relationships have a significant influence on teacher productivity. The coefficient of determination (R²) of 0.547 indicates that 54.70% of the variance in teacher productivity can be explained by the three independent variables, while the remaining variance is influenced by other factors outside the research model. These findings highlight the critical role of principals’ visionary leadership as the dominant factor in enhancing teacher productivity, as well as the importance of strengthening school climate and interpersonal relationships as supporting factors for sustaining teacher performance in the long term.

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