Aini Septia Rahmalita, Dewi Sumiyarsih Syam, Rusdinal, Nurhizrah Gistituati, Anisah

The Influence of Transformational Leadership The Principal's Influence on Teacher Performance Motivation Improvement: A Systematic Literature Review

Introduction

The influence of transformational leadership the principal's influence on teacher performance motivation improvement: a systematic literature review. Explore how principals' transformational leadership boosts teacher motivation & performance, enhancing education quality. This systematic review confirms its key role.

Abstract

The problem of low teacher competence as reflected in the results of the Teacher Competency Test has a direct impact on the quality of learning. One of the factors that can influence the improvement of teacher performance is achievement motivation, which is influenced by the principal's leadership style. This study aims to examine the influence of transformational leadership on teacher achievement motivation through a systematic literature review approach. The method used is a literature review by analyzing articles from 2020-2025 obtained through Google Scholar and has gone through a peer-review process. The analysis was conducted using thematic synthesis on eleven articles that met the inclusion criteria. The results showed that transformational leadership characterized by idealized influence, inspirational motivation, intellectual stimulation, and individual attention significantly boosted teachers' achievement motivation. This leadership strategy is proven to create a supportive work environment, motivate teachers to develop their competencies and increase dedication to professional duties. This study makes an important contribution to education management by confirming that the implementation of transformational leadership is key in promoting teacher quality and education as a whole.

Review

This systematic literature review addresses a highly pertinent issue in educational leadership and management: the link between principal leadership style and teacher performance motivation, specifically focusing on transformational leadership. The stated aim to examine how transformational leadership influences teacher achievement motivation, particularly in the context of addressing low teacher competence, is commendable and directly relevant to improving educational quality. The authors correctly identify a crucial area for investigation, setting the stage for a valuable synthesis of existing research on a topic with clear practical implications. The methodology employs a systematic literature review, analyzing eleven peer-reviewed articles published between 2020 and 2025, sourced via Google Scholar and subjected to thematic synthesis. While the chosen timeframe ensures the currency of the reviewed literature, relying solely on Google Scholar, despite its breadth, could potentially overlook relevant studies indexed predominantly in specialized educational or psychological databases. Nonetheless, the findings strongly corroborate that transformational leadership, characterized by idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, significantly enhances teacher achievement motivation. The review effectively articulates how this leadership style fosters a supportive environment, encourages professional development, and increases dedication, thereby reinforcing its positive impact on the teaching profession. The review's strength lies in its timely synthesis of recent literature, providing a clear confirmation of transformational leadership's efficacy in boosting teacher motivation and competence. This contributes significantly to education management by offering empirically supported guidance for principals seeking to improve school performance. While the relatively small sample size of eleven articles for a systematic review might be considered a limitation, it could also reflect stringent inclusion criteria applied within a focused niche. Overall, the study provides valuable insights, underscoring transformational leadership as a fundamental strategy for improving teacher quality and, consequently, the broader educational landscape.

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