THE INFLUENCE OF LEADERSHIP EMOTIONAL INTELLIGENCE AND COMMITMENT OF SCHOOL ORGANIZATION ON SELF EFFICACY

JKP | Jurnal Kepemimpinan Pendidikan Pub Date : 2019-06-11 DOI:10.22236/jkpuhamka.v2i1.3801

Laksmitha Putri Setiady

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Abstract

The aim of this research was to reveal the influence of Leadership Emotional Intelligence (x1) and Commitment of School Organization (x2) on Teacher Self Efficacy (x3). Hypotheses tested: (1) there is a direct and positive influence of Leadership Emotional Intelligence on Teacher Self Efficacy, (2) there is a direct and positive influence of Commitment of School Organization on Teacher Self Efficacy, (3) there is a direct and positive influence of Leadership Emotional Intelligence on Commitment of School Organization. Applying Slovin Formula, 109 teachers were proportionally and randomly surveyed out of population 151 teachers. The researcher used validated and reliable questionnaires for collecting data. Croanbach’s reliability tested Likert Scales. Statistical requirements for analyses were fulfilled using test of normality (Liliefors), test of linearity and test of homogeneity. In this study the researcher used simple regression and path analyses and found that Leadership Emotional Intelligence and Commitment of School Organization have direct and positive influence on Teacher Self Efficacy.

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领导情商和学校组织承诺对自我效能感的影响

本研究旨在揭示领导情商(x1)和学校组织承诺(x2)对教师自我效能感(x3)的影响。假设检验:(1)领导情商对教师自我效能有直接的正向影响;(2)学校组织承诺对教师自我效能有直接的正向影响;(3)领导情商对学校组织承诺有直接的正向影响。运用斯洛文公式，在151名教师中按比例随机调查109名教师。研究人员使用有效和可靠的问卷来收集数据。Croanbach的信度测试李克特量表。采用正态性检验(Liliefors)、线性检验和齐性检验满足分析的统计要求。本研究采用简单回归和路径分析的方法，发现领导情商和学校组织承诺对教师自我效能有直接的正向影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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JKP | Jurnal Kepemimpinan Pendidikan

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