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The Influence of Learning Communities and Participatory Leadership on the Leadership of Driving Teachers

Journal of Innovation in Educational and Cultural Research · Vol. 6 No. 2 (2025) · hlm. 427–437

DOI
10.46843/jiecr.v6i2.2353
ISSN
2722-9696, 2722-9688
Terbit
2025-03-19
Penerbit
Yayasan Keluarga Guru Mandiri
Bahasa
eng

Abstrak

The leadership of driving teachers is crucial in the learning process, especially when facing technological advancements supporting educational processes. This study aims to analyze the influence of learning communities and participatory leadership on the leadership of driving teachers. The approach used is quantitative with a correlational research design. The research population consists of 70 teachers, who are also used as the sample. Data was collected through questionnaires and analyzed using descriptive analysis techniques and prerequisite tests (normality test, multicollinearity, heteroscedasticity, and linearity). Hypothesis testing was carried out through simple and multiple linear regression. The study results show that the learning community has a correlation of 0.738 and significantly influences the leadership of driving teachers by 74.5%. Participatory leadership correlates 0.781 and significantly influences the leadership by 70.9%. Simultaneously, the learning community and participatory leadership significantly influence the leadership of driving teachers with a coefficient of determination of 73.5%. The regression equation is? = 12.383 + 1.020 X1 + 1.881 X2. This study provides insights for schools and policymakers to develop collaborative learning strategies and more inclusive leadership.

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  • Universitas PGRI Semarang
  • Indonesia University of Education
  • University of Southern California
  • Institut Agama Islam Negeri Kendari
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
I Made SudanaUniversitas PGRI Semarang3
Darhim DarhimIndonesia University of Education1
Tatang HermanIndonesia University of Education1
Turmudi TurmudiIndonesia University of Education1
Supriyanto SupriyantoInstitut Agama Islam Negeri Kendari1
Artadhewi Adhi WijayaUniversitas PGRI Semarang1
Mohammad Setya AsihUniversitas PGRI Semarang1
Kristin HandayaniUniversitas PGRI Semarang1
Yelli Ari SubektiUniversitas PGRI Semarang1
Nunung Kurnia RetnowatiUniversitas PGRI Semarang1
Athi Aliyatus Sya’niUniversitas PGRI Semarang1
Harni HarniUniversitas PGRI Semarang1
NurkhasanahUniversitas PGRI Semarang1
Heru NoviantoUniversitas PGRI Semarang1
Ajnihatin Mu’awinahUniversitas PGRI Semarang1
M MuhtaromUniversitas PGRI Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) http://jiecr.org/index.php/jiecr/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The Influence of Learning Communities and Participatory Leadership on the Leadership of Driving Teachers</dc:title>
	<dc:creator>Ratnawati, Dewi</dc:creator>
	<dc:creator>Kusumaningsih, Widya</dc:creator>
	<dc:creator>Nurkolis, Nurkolis</dc:creator>
	<dc:creator>Anindita, Pinurba</dc:creator>
	<dc:subject xml:lang="en-US">learning community; participatory leadership; transformational teacher leadership</dc:subject>
	<dc:description xml:lang="en-US">The leadership of driving teachers is crucial in the learning process, especially when facing technological advancements supporting educational processes. This study aims to analyze the influence of learning communities and participatory leadership on the leadership of driving teachers. The approach used is quantitative with a correlational research design. The research population consists of 70 teachers, who are also used as the sample. Data was collected through questionnaires and analyzed using descriptive analysis techniques and prerequisite tests (normality test, multicollinearity, heteroscedasticity, and linearity). Hypothesis testing was carried out through simple and multiple linear regression. The study results show that the learning community has a correlation of 0.738 and significantly influences the leadership of driving teachers by 74.5%. Participatory leadership correlates 0.781 and significantly influences the leadership by 70.9%. Simultaneously, the learning community and participatory leadership significantly influence the leadership of driving teachers with a coefficient of determination of 73.5%. The regression equation is ? = 12.383 + 1.020 X1 + 1.881 X2. This study provides insights for schools and policymakers to develop collaborative learning strategies and more inclusive leadership.</dc:description>
	<dc:publisher xml:lang="en-US">Yayasan Keluarga Guru Mandiri</dc:publisher>
	<dc:contributor xml:lang="en-US">dewiratnawati, upgris</dc:contributor>
	<dc:contributor xml:lang="en-US">widyakusumaningsih, upgris:nurkolis, upgris</dc:contributor>
	<dc:contributor xml:lang="en-US">Pinurba Anandita, University of Southern California.</dc:contributor>
	<dc:date>2025-03-19</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>http://jiecr.org/index.php/jiecr/article/view/2353</dc:identifier>
	<dc:identifier>10.46843/jiecr.v6i2.2353</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Innovation in Educational and Cultural Research; Vol 6, No 2 (2025); 427-437</dc:source>
	<dc:source>2722-9696</dc:source>
	<dc:source>2722-9688</dc:source>
	<dc:source>10.46843/jiecr.v6i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://jiecr.org/index.php/jiecr/article/view/2353/310</dc:relation>
	<dc:relation>http://jiecr.org/index.php/jiecr/article/downloadSuppFile/2353/648</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 Journal of Innovation in Educational and Cultural Research</dc:rights>
</oai_dc:dc>