Siti Haniyah

Pengaruh Gaya Kepemimpinan Transformasional Melalui Proyek “My Team” Terhadap Kinerja Dosen

Introduction

Pengaruh gaya kepemimpinan transformasional melalui proyek “my team” terhadap kinerja dosen. Kepemimpinan transformasional via proyek "My Team" (Microsoft Teams) secara signifikan meningkatkan kinerja dosen di prodi keperawatan. Solusi digital untuk manajemen pendidikan tinggi.

Abstract

Background : Higher education institutions must adapt to global dynamics and technological advances, requiring high lecturer performance and effective leadership. Transformational leadership and digital systems are considered capable of strengthening lecturers’ commitment, discipline, and performance in managing Diploma Nursing study programs. Objective : This research aims to analyze the influence of transformational leadership style on lecturer performance . Methods : This study employed a quasi experimental design with a pretest and posttest without control group to examine the effect of the Microsoft Teams–based “My Team” leadership project on lecturer performance. The population comprised 20 lecturers of the Nursing Study Program, Faculty of Health, Universitas Harapan Bangsa, selected using purposive sampling. Performance was measured using a questionnaire that had undergone validity testing (13 valid items) and reliability testing. Data were analyzed using univariate analysis and the Wilcoxon test because the data were not normally distributed. Result : The mean lecturer performance score increased from 43.85 before the intervention to 56.90 after the implementation of Microsoft Teams. The Wilcoxon test showed a significant difference between pre and post intervention scores (p = 0.01; p < 0.05). Conclusion : Implementing transformational leadership through the My Team project using Microsoft Teams effectively improved lecturer performance. Integrating transformational leadership and e leadership is essential in study program management to develop transparent, collaborative, and quality oriented lecturer performance monitoring systems.

Review

This study investigates the influence of transformational leadership, operationalized through a Microsoft Teams-based "My Team" project, on the performance of lecturers within a Nursing Study Program. Addressing a pertinent need for effective leadership in adapting to global and technological dynamics in higher education, the research employed a quasi-experimental pretest-posttest design. The findings indicate a significant improvement in lecturer performance scores following the intervention, suggesting that the integration of digital platforms with transformational leadership practices can be a valuable approach for enhancing academic staff effectiveness. The clarity of the study's objective is a notable strength, and the application of a validated and reliable questionnaire for performance measurement, coupled with appropriate non-parametric statistical analysis (Wilcoxon test), contributes to the methodological soundness within its scope. However, the abstract could benefit from greater detail regarding the specific content and duration of the "My Team" leadership project. A clearer explanation of *how* transformational leadership principles were concretely enacted and integrated within the Microsoft Teams environment, beyond its function as a digital tool, would provide deeper insight into the mechanism of the intervention and strengthen the theoretical underpinnings of the study. A primary limitation of this research is the absence of a control group in its quasi-experimental design. This makes it challenging to conclusively attribute the observed performance improvements solely to the "My Team" intervention, as extraneous variables or natural progression over time cannot be excluded as contributing factors. Furthermore, the small sample size of 20 lecturers, selected via purposive sampling, restricts the generalizability of the findings to a broader academic context. Future studies would greatly benefit from incorporating a control group, expanding the sample size, and potentially adopting a mixed-methods approach to capture nuanced qualitative data on lecturers' experiences and perceptions of such interventions, thereby providing a more comprehensive and robust understanding of e-leadership in higher education.

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