Digital Leadership, Teacher Stress, Engagement, and Innovation Effects on Xaverius Foundation Performance in Sumatra
DOI:
https://doi.org/10.22437/teknopedagogi.v15i2.48039Keywords:
Digital Leadership, Educational Innovation, Teacher Performance, Work Engagement, Work StressAbstract
The purpose of this research is to examine the relationship between digital leadership, educational innovation, and stress in the workplace as they pertain to teachers' performance, with employment engagement serving as a mediator. A total of 301 instructors from around the Sumatra region participated in this study, which was funded by the Xaverius Foundation. The data collection technique was carried out through a survey using a closed questionnaire based on a Likert scale of 1–5, with instruments that had been validated and translated into Indonesian using the back-translation method. The methodology employed is a quantitative approach that employs the SEM-PLS analysis tool. Educational innovation and teacher performance are both impacted by digital leadership, according to the research. In the model of linkages between factors, work engagement is the key mediating variable and has the strongest influence on teacher performance. In fact, research has shown that stress in the workplace has no discernible effect on educators' productivity in the classroom. According to these results, innovation and leadership are not the only factors that contribute to better teacher performance; the level of engagement that teachers feel in their job also plays a major role. Hence, effective measures to improve teacher performance and assist relevant educational transformation in the digital era include generating planned educational innovations, boosting digital leadership, and promoting work engagement and stress management.
Downloads
References
Agélii Genlott, A., Grönlund, Å., Viberg, O., & Andersson, A. (2023). Leading dissemination of digital, science-based innovation in school–a case study. Interactive Learning Environments, 31(7). https://doi.org/10.1080/10494820.2021.1955272
Ahmed, I. (2019). Causes of teacher stress: Its effects on teacher performance and health problems. International Journal of Management and Business Sciences, 1(1).
Al-Malky, H. I. M., Mahdi, O. R., & Nassar, I. A. (2022). The effect of work engagement on individual innovation: an empirical study in the kingdom of bahrain. Journal of Statistics Applications and Probability, 11. https://doi.org/10.18576/jsap/11S109
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423. https://doi. org/10.1037/0033-2909.103.3.411
Anshori, L. I., Titisari, P., Setyanti, S. W. L. H., Handriyono, Sularso, R. A., & Susanto, A. B. (2023). The influence of servant leadership on motivation, work engagement, job satisfaction and teacher performance of vocational hight school teachers in jember city. Quality - Access to Success, 24(194). https://doi.org/10.47750/QAS/24.194.30
Anwar, S., & Saraih, U. N. (2024). Digital leadership in the digital era of education: enhancing knowledge sharing and emotional intelligence. International Journal of Educational Management. https://doi.org/10.1108/IJEM-11-2023-0540
Arifin, F. dkk. (2014). Organizational culture, transformational leadership, work engagement and teacher’s performance : test of a model. International Journal of Education and Research, 2(1).
Artino, A. R. Jr., Rochelle, L., Dezee, J. S., K. J., & Gehlbach, H. (2014). Developing questionnaires for educational research: AMEE Guide No. 87. Medical teacher, 36(6), 463–474. https://doi.org/10.310 9/0142159X.2014.889814
Ashlan, S. and H. (2022). JISAE (Journal of Indonesian Student Assessment and Evaluation) the effect of visioner leadership and learning innovation on teacher performance aliyah state madrasah medan city-indonesia. JISAE Journal of Indonesian Student Assessment and Evaluation, 8(2).
Bakker, A. B., & Bal, P. M. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83(1). https://doi.org/10.1348/096317909X402596
Blase, J. J. (1986). A qualitative analysis of sources of teacher stress: consequences for performance. American Educational Research Journal, 23(1). https://doi.org/10.3102/00028312023001013
Budiarsi, S. Y. (2020). Pendampingan pengenalan program sem-pls pada fakultas ekonomi universitas merdeka. Jurnal Abdima PeKA, 3(2), 126–134
Dela Rosa, M. A. (2022). Digital leadership and teachers’ performance: basis for a proposed training program. International Journal of Multidisciplinary: Applied Business and Education Research, 3(12). https://doi.org/10.11594/ijmaber.03.12.19
Fatima, T., & Masood, A. (2024). Impact of digital leadership on open innovation: a moderating serial mediation model. Journal of Knowledge Management, 28(1). https://doi.org/10.1108/JKM-11-2022-0872
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39–50. https://doi. org/10.1177/002224378101800104
Gil, A. J., Rodrigo-Moya, B., & Morcillo-Bellido, J. (2018). The effect of leadership in the development of innovation capacity: A learning organization perspective. Leadership and Organization Development Journal, 39(6), 694–711. https://doi.org/10.1108/LODJ-12-2017-0399
Gozon, J. P., & Yango, A. R. (2023). Teachers’ work engagement, school performance, and teachers’ retention in selected private schools in the city schools division of santa rosa, laguna. Technium Social Sciences Journal, 44. https://doi.org/10.47577/tssj.v44i1.8922
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) (3e). Thousand Oaks, CA: Sage.
Hambali, H., Nurlaili, N., Marzuki, M., Hayati, H., & Ashlan, S. (2023). The effect of self-efficacy and learning innovation on teacher performance. Al-Hijr: Journal of Adulearn World, 2(1). https://doi.org/10.55849/alhijr.v2i1.536
Hanif, R., Tariq, S., & Masood, N. (2011). Personal and job related predictors of teacher stress and job performance among school teachers. Pakistan Journal of Commerce & Social Sciences, 5(2).
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43(1),115–135. https://doi.org/10.1007/s11747-014-0403-8
Hermanto, Y. B., & Srimulyani, V. A. (2022). The role of servant leadership and work engagement in improving extra-role behaviour and teacher performance. International Journal of Productivity and Quality Management, 35(1). https://doi.org/10.1504/IJPQM.2022.120711
Ilomäki, L., & Lakkala, M. (2018). Digital technology and practices for school improvement: innovative digital school model. Research and Practice in Technology Enhanced Learning, 13(1). https://doi.org/10.1186/s41039-018-0094-8
Kassymova, G. K., Valeeva, G. v., Stepanova, O. P., Goroshchenova, O. A., Gasanova, R. R., Kulakova, A. A., Menshikov, P. v., Arpentieva, M. R., Dossayeva, S. K., & Garbuzova, G. v. (2019). Stress of the innovation and innovations in education. The Bulletin, 6(382). https://doi.org/10.32014/2019.2518-1467.173
Khan, A., Shah, I. M., Khan, S., & Gul, S. (2012). Teachers’ stress, performance & resources the moderating effects of resources on stress & performance. International Review of Social Sciences and Humanities, 2(2).
Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. Journal of Educational Research, 103(5), 342–350. https://doi.org/10.1080/00220670903383069
Koch, A. R., Binnewies, C., & Dormann, C. (2015). Motivating innovation in schools: School principals’ work engagement as a motivator for schools’ innovation. European Journal of Work and Organizational Psychology, 24(4). https://doi.org/10.1080/1359432X.2014.958471
Koopmans, L., Bernaards, C. M., Hildebrandt, V. H., de Vet, H. C. W., & van der Beek, A. J. (2014). Construct validity of the individual work performance questionnaire. Journal of Occupational and Environmental Medicine, 56(3), 331–337. https://doi.org/10.1097/JOM.0000000000000113
Li, J. bin, Leung, I. T. Y., & Li, Z. (2021). The pathways from self-control at school to performance at work among novice kindergarten teachers: The mediation of work engagement and work stress. Children and Youth Services Review, 121. https://doi.org/10.1016/j.childyouth.2020.105881
Li, K., & Zhu, G. (2022). Promoting teaching innovation of Chinese public-school teachers by team temporal leadership: The mediation of job autonomy and the moderation of work stress. PLoS ONE, 17(7 July). https://doi.org/10.1371/journal.pone.0271195
Li, S., & Wang, Y. (2024). The effect of job stress on secondary school physical education teachers’ work engagement: The mediating role of self-efficacy. Psychology in the Schools, 61(1). https://doi.org/10.1002/pits.23056
Memon, A. H., & Rahman, I. A. (2014). SEM-PLS Analysis of Inhibiting Factors of Cost Performance for Large Construction Projects in Malaysia : Perspective of Clients and Consultants. Hindawi Publishing Corporation : The Scientific World Journal, 2014(2), 1–9. https://doi.org/10.1155/2014/165158
Mérida-López, S., Carvalho, V. S., Chambel, M. J., & Extremera, N. (2023). Emotional intelligence and teachers’ work engagement: the mediating and moderating role of perceived stress. Journal of Psychology, 157(3). https://doi.org/10.1080/00223980.2023.2169231
Mérida-López, S., Extremera, N., & Rey, L. (2017). Contributions of work-related stress and emotional intelligence to teacher engagement: Additive and interactive effects. International Journal of Environmental Research and Public Health, 14(10). https://doi.org/10.3390/ijerph14101156
Mișu, S. I., Radu, C., Deaconu, A., & Toma, S. (2022). How to Increase Teacher Performance through Engagement and Work Efficacy. Sustainability (Switzerland), 14(16). https://doi.org/10.3390/su141610167
Novitasari, D., Yuwono, T., Cahyono, Y., Asbari, M., & Sajudin, M. (2020). Effect of hard skills, soft skills, organizational learning and innovation capability on indonesian teachers’ performance during covid-19 pandemic. Solid State Technology, 63(6).
Nusrang, M. (2023). Penerapan metode structural equation modelling-partial least squares ( sem-pls ) dalam mengevaluasi faktor-faktor yang mempengaruhi pdrb di indonesia. Prosiding Seminar Nasional Dies Natalis Ke-62, 543–548
Ornaghi, V., Conte, E., Cavioni, V., Farina, E., & Pepe, A. (2023). The role of teachers’ socio-emotional competence in reducing burnout through increased work engagement. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1295365
Pribadi, L. A., Nurdin, D., & Edy, S. (2024). Digital leadership in improving teacher performance during the covid-19 pandemic. International Journal Of Humanities Education and Social Sciences (IJHESS), 3(4). https://doi.org/10.55227/ijhess.v3i4.783
Quaicoe, J. S., Ogunyemi, A. A., & Bauters, M. L. (2023). School-based digital innovation challenges and way forward conversations about digital transformation in education. Education Sciences, 13(4). https://doi.org/10.3390/educsci13040344
Rikkerink, M., Verbeeten, H., Simons, R. J., & Ritzen, H. (2016). A new model of educational innovation: Exploring the nexus of organizational learning, distributed leadership, and digital technologies. Journal of Educational Change, 17(2). https://doi.org/10.1007/s10833-015-9253-5
Rodiyah, F. L., Bambang, S., & Sofyan, A. (2022). Study of the Contribution of Transformational Leadership, Training and Digital Education Innovation on Teacher Performance in Learning at SMP Muhammadiyah Ngawi. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 5(2).
Saeed, S., & Kang, M. A. (2024). The impact of digital leadership on the performance of secondary teachers. Academy of Education and Social Sciences Review, 4(1). https://doi.org/10.48112/aessr.v4i1.696
Said Ashlan, & Hambali, H. (2022). The effect of visioner leadership, and learning innovation on teacher performance aliyah state madrasah medan city-indonesia. JISAE: Journal of Indonesian Student Assessment and Evaluation, 8(2). https://doi.org/10.21009/jisae.v8i2.28176
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701–716. https://doi.org/10.1177/0013164405282471
Sliwka, A., Klopsch, B., Beigel, J., & Tung, L. (2024). Transformational leadership for deeper learning: shaping innovative school practices for enhanced learning. Journal of Educational Administration, 62(1). https://doi.org/10.1108/JEA-03-2023-0049
Teresia, E., Sulaiman, & Suriansyah. (2022). The effect of work climate on teacher performance toward organizational commitment, work motivation, and work stress of vocational school teachers in east barito district. Journal of K6 Education and Management, 4(4). https://doi.org/10.11594/jk6em.04.04.13
Timan, A., Mustiningsih, M., & Imron, A. (2022). Digital leadership kepala sekolah hubungannya dengan kinerja guru dan kompetensi siswa era abad 21. JAMP : Jurnal Administrasi Dan Manajemen Pendidikan, 5(4). https://doi.org/10.17977/um027v5i42022p323
Xu, R., & Jia, X. (2022). An investigation into chinese efl teachers’ self-efficacy and stress as predictors of engagement and emotional exhaustion. SAGE Open, 12(2). https://doi.org/10.1177/21582440221093342
Yao, J., Zheng, Q., & Hu, S. (2022). Work engagement and job performance among teachers: A meta-analytic path analysis. Frontiers in Psychology, 13, 1010051. https://doi.org/10.3389/fpsyg.2022.1010051
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 A. Noven Yovinda, Akhmad Habibi, Robi Hendra
This work is licensed under a Creative Commons Attribution 4.0 International License.
