The influence of visionary leadership and teacher quality toward teacher readiness in Implementing education policy in Indonesia
Today’s educational challenges require leaders who are competent in leading school organizations. Visionary leadership is seen to have the potential to face this challenge. Thus, this study specifically aims to examine visionary leadership and its influence on teacher readiness in implementing educa...
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| Format: | Thesis |
| Language: | eng eng |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://etd.uum.edu.my/10352/1/s903632_01.pdf https://etd.uum.edu.my/10352/2/s903632_02.pdf |
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| Summary: | Today’s educational challenges require leaders who are competent in leading school organizations. Visionary leadership is seen to have the potential to face this challenge. Thus, this study specifically aims to examine visionary leadership and its influence on teacher readiness in implementing education policies (general education policies) in Indonesia. This quantitative study uses a cross-sectional survey design by using a questionnaire as a research instrument. A total of 250 respondents consisting of teachers in 27 schools in the southern part of Bandung in the province of West Java, Indonesia was selected as the study sample through sampling techniques. Study data were collected using questionnaires administered online or face-to-face. Data were analyzed using descriptive statistics, inferential statistics, and the Structural Equation Model (SEM) with the help of SPSS and PLS-SEM software. The findings of the study indicate that there is a significant influence of visionary leadership toward teacher readiness in implementing education policy. Furthermore, teacher quality has a significant influence toward teacher readiness in implementing education policy in Indonesia. Then, teacher quality also acts as a moderating variable in the relationship between visionary leadership and teacher readiness in implementing education policy. In addition, the findings of the study show that there is no difference among visionary leadership, teacher quality and teacher readiness in implementing educational policies based on gender, educational background, age, and teaching experience. It is hoped that the authorities will pay more attention in aneffort to improve visionary leadership in the Indonesian education system. |
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