PENGARUH KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH DAN SELF EFFICACY GURU TERHADAP PROFESIONALISME GURU DI SLB NEGERI 1 BANTUL

Ananda Amalia Romadhona, NIM.: 21104090015 (2025) PENGARUH KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH DAN SELF EFFICACY GURU TERHADAP PROFESIONALISME GURU DI SLB NEGERI 1 BANTUL. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The problem of low quality education in Indonesia is an unresolved issue, one of which is in special schools (SLB). Teacher professionalism remains a challenge, despite the government's efforts to improve teacher competence through certification programs. However, certification raises new issues when teachers do not show changes in professional behavior in learning practices. The findings in SLB Negeri 1 Bantul show that teachers still face difficulties in developing materials, adapting to the needs of students with disabilities, and being burdened with administrative tasks. This indicates that formal certification is not enough to guarantee professionalism in the field. Therefore, this study was conducted to analyze the influence of factors that can improve teacher professionalism, namely principal transformational leadership and teacher self-efficacy in the context of special education. This research was conducted at SLB Negeri 1 Bantul, with a population of 84 teachers and all of them were used as research samples using saturated sampling technique. The independent variables in this study are principal transformational leadership (X1) and teacher self-efficacy (X2), while the dependent variable is teacher professionalism (Y). The data collection instrument used a Likert scale-based questionnaire, which was prepared based on the theoretical indicators of each variable. Data analysis was conducted using descriptive and inferential statistics, including bivariate correlation tests, partial correlation, and multiple linear regression with the help of the SPSS 27 application. The results of the research and analysis show that: 1) There is a positive and significant relationship between transformational leadership of the school principal and teacher professionalism (r = 0.494; p < 0.001). 2) After controlling for self-efficacy, the relationship between transformational leadership and teacher professionalism becomes non-significant (r = 0.073; p = 0.512), indicating that the initial relationship was spurious. 3) The regression analysis shows that only self-efficacy has a significant effect on teacher professionalism (p < 0.001), whereas transformational leadership does not (p = 0.512).

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