The Influence of Principal's Authentic Leadership and Organizational Communication on Teacher Performance Through Job Satisfaction Among Vocational High School Teachers in Serang Regency
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.381Keywords:
authentic, leadership, organizational, communication, job, satisfaction, teacher, performance, stateAbstract
This study aimed to analyze the effects of principal authentic leadership and organizational communication on teacher performance through job satisfaction as a mediating variable in state vocational high schools in Serang Regency. The study employed a quantitative approach with a survey design involving 172 teachers from six state vocational high schools. Data were collected through an electronic questionnaire using Likert and Guttman scales. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS version 4.0. The results showed that organizational communication had a significant effect on job satisfaction, with a path coefficient of .660 (p < .001), and on teacher performance, with a path coefficient of .378 (p < .05). Job satisfaction had a significant effect on teacher performance, with a path coefficient of .384 (p < .001). Organizational communication also had an indirect effect on teacher performance through job satisfaction, with a path coefficient of .253 (p < .001). However, authentic leadership did not have a significant effect on either variable. The research model explained 66.5 percent of the variance in teacher performance. These findings indicate that, in the context of state vocational high schools in Serang Regency, organizational c
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