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The Influence of E-Leadership, School Culture, Teacher Cooperation, and Teacher Self-Efficacy on Teacher Performance: The Context of Indonesia

Educational Leadership and Management Journal · Vol. 3 No. 1 (2025) · pp. 59–79

DOI
10.22437/element.v3i1.51294
ISSN
3031-4712
Published
2025-11-25
Publisher
FKIP Universitas Jambi
Language
en

Abstract

This study investigates the influence of leadership, school culture, teacher cooperation, and teacher self-efficacy on teacher performance in Indonesian primary schools. Using a quantitative survey. Data were collected from 500 elementary school teachers in Jambi Province, drawn from a population of 16,910 teachers. The sample size was determined using a sample size calculator with 95% confidence and a 4% margin of error. A 46-item questionnaire, adapted from established scales, was administered using a five-point Likert scale. Content validity was confirmed through expert review and the Content Validity Index (CVI), with all items exceeding 0.80. Data was analysed using Partial Least Squares Structural Equation Modeling (PLSSEM) with SmartPLS 4. The structural model shows that e-leadership has a positive and significant effect on school culture (β = 0.190; p < 0.001), teacher cooperation (β = 0.299; p < 0.001), and teacher performance (β = 0.288; p < 0.001). School culture (β = 0.266; p < 0.001) and teacher cooperation (β = 0.253; p = 0.002) also significantly enhance teacher performance. Teacher self-efficacy significantly predicts school culture (β = 0.683; p < 0.001) and teacher cooperation (β = 0.578; p < 0.001), but its direct effect on teacher performance is not significant (β = 0.109; p = 0.080). These results highlight the central role of e-leadership, school culture, and collaboration as key drivers of teacher performance, while self-efficacy operates mainly through indirect, contextual mechanisms.

Keywords

Collaboration network of the authors

40 authors · 119 co-authorship links · 1 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • Politeknik Negeri Ujung Pandang
  • Universitas Jambi
  • Hasanuddin University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Muhammad YusufUniversitas Halu Oleo7
Dian Arisandy Eka Putra SembiringAffiliation unknown6
Akhmad HabibiAffiliation unknown4
Hansein Arif WijayaAffiliation unknown3
Yantoro yantoroAffiliation unknown2
Sofyan SofyanPoliteknik Negeri Ujung Pandang2
Masvil TomiAffiliation unknown2
Muhammad FauzanUniversitas Jambi2
Lely MardiyantiAffiliation unknown2
Nila Zusmita WasniAffiliation unknown1
Ella FebriyantiAffiliation unknown1
Bradley SetiyadiAffiliation unknown1
Zainul BahriAffiliation unknown1
Syifa Nurul HudaAffiliation unknown1
CIndy SIntiyaAffiliation unknown1
Nadila SaputriAffiliation unknown1
Lidya SaputriAffiliation unknown1
Astari WahyudiAffiliation unknown1
Salsabila AgustinAffiliation unknown1
Astri Danola PadangAffiliation unknown1
Mohamad MuspawiAffiliation unknown1
Salsa NisaAffiliation unknown1
Muhammad QudwatieAffiliation unknown1
Firman FirmanHasanuddin University1
Dinda KhairunnisaAffiliation unknown1
Linardo PratamaAffiliation unknown1
Denny DenmarAffiliation unknown1
Dea Amelia Dwi PutriAffiliation unknown1
Yusuf -Affiliation unknown1
Agus LestariAffiliation unknown1
Ferdiaz SaudagarAffiliation unknown1
Musyaiyadah MusyaiyadahAffiliation unknown1
Ali SadikinAffiliation unknown1
Danial MursydAffiliation unknown1
Nova Triana HakimAffiliation unknown1
Gen DektiAffiliation unknown1
Galuh Tulus UtamaAffiliation unknown1
Sri RamadhantiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/element/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">The Influence of E-Leadership, School Culture, Teacher Cooperation, and Teacher Self-Efficacy on Teacher Performance: The Context of Indonesia</dc:title>
	<dc:creator xml:lang="en">Elfina, Ira</dc:creator>
	<dc:creator xml:lang="en">Hendra, Robi</dc:creator>
	<dc:subject xml:lang="en">E-leadership</dc:subject>
	<dc:subject xml:lang="en">school culture</dc:subject>
	<dc:subject xml:lang="en">teacher cooperation</dc:subject>
	<dc:subject xml:lang="en">Self-Efficacy</dc:subject>
	<dc:subject xml:lang="en">teacher performance</dc:subject>
	<dc:description xml:lang="en">This study investigates the influence of leadership, school culture, teacher cooperation, and teacher self-efficacy on teacher performance in Indonesian primary schools. Using a quantitative survey. Data were collected from 500 elementary school teachers in Jambi Province, drawn from a population of 16,910 teachers. The sample size was determined using a sample size calculator with 95% confidence and a 4% margin of error. A 46-item questionnaire, adapted from established scales, was administered using a five-point Likert scale. Content validity was confirmed through expert review and the Content Validity Index (CVI), with all items exceeding 0.80. Data was analysed using Partial Least Squares Structural Equation Modeling (PLSSEM) with SmartPLS 4. The structural model shows that e-leadership has a positive and significant effect on school culture (β = 0.190; p &amp;lt; 0.001), teacher cooperation (β = 0.299; p &amp;lt; 0.001), and teacher performance (β = 0.288; p &amp;lt; 0.001). School culture (β = 0.266; p &amp;lt; 0.001) and teacher cooperation (β = 0.253; p = 0.002) also significantly enhance teacher performance. Teacher self-efficacy significantly predicts school culture (β = 0.683; p &amp;lt; 0.001) and teacher cooperation (β = 0.578; p &amp;lt; 0.001), but its direct effect on teacher performance is not significant (β = 0.109; p = 0.080). These results highlight the central role of e-leadership, school culture, and collaboration as key drivers of teacher performance, while self-efficacy operates mainly through indirect, contextual mechanisms.</dc:description>
	<dc:publisher xml:lang="en">FKIP Universitas Jambi</dc:publisher>
	<dc:date>2025-11-25</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">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/element/article/view/51294</dc:identifier>
	<dc:identifier>10.22437/element.v3i1.51294</dc:identifier>
	<dc:source xml:lang="en">Educational Leadership and Management Journal; Vol. 3 No. 1 (2025): Element - 2025; 59-79</dc:source>
	<dc:source>3031-4712</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/element/article/view/51294/23090</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Educational Leadership and Management Journal</dc:rights>
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