Does Leadership Ethics Influence on Teachers’ Performance with Intervening Role of Organisational Culture, Leadership’s Communication, and Quality of Work Life?
DOI:
https://doi.org/10.57125/FED.2026.06.04Keywords:
Leadership’s ethics, Teacher’s performance, Organisational culture, Leadership’s communication, Quality of work life.Abstract
This study aims to examine the influence of leadership ethics on teacher performance through the intervening variables of organisational culture, leadership communication and quality of work life. This study used the entire population as respondents—a census study—comprising all teachers at three public vocational high schools in Magelang City, Central Java, Indonesia, totalling 179 teachers. Data were collected using a questionnaire and analysed using Partial Least Squares (PLS). Leadership ethics has a direct effect on organisational culture (coefficient = 0.276, p < 0.0001), on leadership communication (coefficient = 0.232, p < 0.0001), and on work-life quality (coefficient = 0.500, p < 0.0001). Meanwhile, organisational culture has a direct effect on teacher performance with a coefficient of (0.371, p < 0.0001), leadership communication has a direct effect on teacher performance with a coefficient of (0.243, p < 0.005), and conversely, quality of work life does not influence teacher performance with a coefficient of (-0.066, p = 0.354). Leadership ethics indirectly influences teacher performance through leadership communication, with a coefficient of (0.105, p = 0.023); likewise, leadership ethics indirectly influences teacher performance through organisational culture with a coefficient of (0.103, p = 0.015); however, leadership ethics does not indirectly influence teacher performance through quality of work life with a coefficient of (-0.033, p = 0.351). The results of the study have implications for how a leader can implement and balance the focus of leadership by giving higher priority to and paying closer attention to variables that have a major influence on teacher performance. The results also have implications for the importance of building a theory of leadership ethics that is focused and specifically linked to teacher performance, school culture, and quality of work life.
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