Building Vocational High School Teacher Performance through the Synergy of Transformational Leadership, Organizational Culture, and Work Motivation in the Era of Vocational Education
Abstract
This study investigates the direct and indirect effects of principals’ transformational leadership, organizational culture, and work motivation on teacher performance in public vocational high schools (SMK) in Tebing Tinggi City. Employing a quantitative cross-sectional design with path analysis, data were collected from 153 teachers selected via proportional random sampling. Results reveal that organizational culture exerts the strongest direct influence on work motivation (77.8%), establishing it as the primary determinant of motivational climates. Work motivation functions as a critical amplifier, mediating the relationships between leadership/culture and teacher performance. Direct effects on performance are moderate: leadership (26.1%), culture (33.3%), and motivation (35.5%). However, indirect pathways through motivation yield substantially higher explanatory power (38.8% and 36.7%), with a simultaneous model accounting for 40.0% of performance variance. All hypothesized relationships are statistically significant, and the structural model demonstrates perfect fit. The findings challenge leadership-centric paradigms by highlighting organizational culture as the foundational driver of teacher motivation in vocational settings. Practically, the study advocates for integrated management strategies that prioritize culture-building, visionary leadership, and motivational interventions to sustain pedagogical excellence and enhance graduate workforce readiness in Industry 4.0.
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