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Journal of Social Work and Science Education
Volume 4 (1) 2023, 167-175
E-ISSN 2723-6919, P-ISSN 2746-0827
167
The Influence of Leadership Effectiveness, Adversity Quotient, and
Organizational Culture on Teacher’s Performance
Heny Sulastry1, Edi Harapan2, Andi Rahman2
1SMP Negeri 1 Pulau Rimau, Indonesia, 2Universitas PGRI Palembang, Indonesia
Corresponding author e-mail: henysulastrycakep2018@gmail.com
Article History: Received on 5 November 2022, Revised on 7 February 2023
Published on 8 March 2023
Abstract: This study determined (1) the effect of principal’s leadership effectiveness
on teacher’s performance, (2) the effect of adversity quotient on teacher’s performance,
(3) the influence of organizational culture on teacher’s performance, and (4) the effect
of the effectiveness leadership, adversity quotient, and organizational culture on the
performance of high school teachers in Pulau Rimau District, Banyuasin Regency. The
sample in this study were 101 teachers who teach in all high school/MA level in Pulau
Rimau District. The technique of collecting data is using questionnaire. Data analysis
techniques using inferential statistics, simple linear regression test and multiple linear
regression test. The results of this study indicate that the results of multiple linear
regression hypothesis testing between leadership effectiveness variables (X1),
adversity quotient (X2) and organizational culture (X3) on the teacher’s performance
(Y) the value of the regression equation constant is 28.622 and the coefficient value of
the independent variable b1 is 0.207, b2 is 0.215 and b3 is 0.561. This means that the
effectiveness of leadership, adversity quotient and organizational culture has
increased significantly on teacher’s performance.
Keywords: Adversity Quotient, Leadership Effectiveness, Organizational Culture,
Teacher’s Performance
A. Introduction
The population of this research is drawn from two state senior high schools and two
private high schools (1 high school and 1 MA) in the Pulau Rimau District. We chose
the location because we served in the region and was sufficiently familiar with the
state of education development in the region, which was the purpose of the research.
Based on preliminary observations, it appears that teacher’s performance in Pulau
Rimau District high schools is less than optimal. This is evident in the way it operates,
competencies held, and work discipline, as well as the welfare of teachers, which is
not yet optimal. This is allegedly due to students’ lack of awareness in following
online learning, the awareness/motivation of the teacher’s work itself, difficult road
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access during the rainy season, pandemics that are still occurring, or even the teacher’s
adversity quotient.
The teacher is the most important component of the educational system and deserves
to be prioritized. This figure is always a strategic highlight when discussing education
issues, because teachers are always associated with other components in the education
system, teachers play a major role in the development of education, particularly those
held formally in schools, teachers also determine the success of students, particularly
in relation to the process of learning how to teach. The teacher has a significant impact
on the development of high-quality educational processes and outcomes. As a result,
without the support of professional and quality teachers, any efforts to improve
education quality will fail to yield significant results.
Teacher’s performance, which defines teachers’ achievement in carrying out their
responsibilities, is influenced by the basic capital they have to work as professionals.
Furthermore, it is influenced by individuals’ mindsets and behaviors when interacting
with all components in schools (Darusman et al., 2020).
Based on this, we concentrate their efforts on the impact of leadership effectiveness,
resilience (AQ), and organizational culture on teacher’s performance, particularly
among high school teachers in the Pulau Rimau District.
Teachers’ tasks are inextricably linked to increasing human resources through the
education sector; thus, it is necessary to improve teacher quality in order for them to
become professional staff. To be successful in improving the quality of education,
many factors must be considered, particularly the quality of teachers (Tilaar, 2011).
However, the quality of teachers will be affected by a variety of factors, including the
principal’s leadership, organizational culture, work quotient motivation, and
adversity quotient.
Leadership is a pattern of attitudes and behavior displayed by a leader in directing
and controlling subordinates to follow their will in order to achieve the goals and
objectives established by an organization or by the leader itself. Simply put, leadership
is a method used by a leader to influence his subordinates. The way to influence this
is to develop a culture within the organization they lead. The organizational culture
that exists in a school’s environment will be distinct from that of other schools. This
distinction is due to the existence of an environment that affects various organizations,
both the external and internal environments of the organization. The difference
between one organization and another, especially internally, formed by the leadership
and members of the organization in achieving its goals, will affect an organization’s
culture. A negative perception of organizational culture will create an unfavorable
school climate. This school climate is related to how colleagues, “between teachers
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and school principals, between teachers and other education staff, and between other
school residents” work together.
In school organizations, the principal is the leader who is responsible for the
organization’s continuity. The principal is one component of education that helps to
improve educational quality. The principal is in charge of micro education
management, which is directly related to the school’s learning process.
According to the “Law on Professional Competencies that a Teacher Must Master,”
the teacher’s readiness is required in both physical and non-physical (mental) aspects.
Especially in terms of the mental aspect that must be prepared, the teacher must
inevitably have a strong desire to deal with difficulties and be capable of overcoming
the difficulties that will be faced. Overcoming difficulties, of course, by involving their
potential, one of which is measured by Adversity Quotient (AQ). AQ is a person’s
ability to survive in the face of adversity and to overcome these adversities while
exceeding his performance and potential expectations. AQ functions to predict and
determine a person’s future success (Stoltz, 2000). AQ can also predict performance,
motivation, empowerment, creativity, productivity, knowledge, energy, hope,
happiness, vitality, and joy, according to Stoltz. In other words, those with a high AQ
will also have a high level of performance. Improving performance by developing a
high AQ is incomplete unless it is accompanied by an increase in a person’s work
ethic. In order to encourage the implementation of their tasks in schools, teachers must
have a strong work ethic in the evolving world of education.
In this regard, research into the effects of Leadership Effectiveness, Adversity
Quotient, and Organizational Culture on Teacher’s performance is critical.
B. Methods
This study was carried out in all public and private high schools in Rimau Island
District, Banyuasin Regency, South Sumatra, namely SMAN 1 Rimau Island, SMAN
3 Rimau Island, Darul Muttaqim High School, and MA Darul Ulum. This study
employs quantitative research methods such as simple correlation analysis and
multiple correlation analysis. The dual correlation analysis is used to determine the
amount of relationship and contribution of two or more independent variables (X) to
the dependent variable (Y) (Ridwan & Sunarto, 2012).
There are four related variables in this study: X1 (Leadership Effectiveness), X2
(Adversity Quotient), X3 (Organizational Culture), and Y (Performance). Purposive
sampling techniques were used by the researchers in this study. Purposive sampling
is a sampling technique that is based on specific objectives. The sample was chosen
for a variety of reasons, including population size, cost, research time, and data
analysis (Kesumawati et al., 2019).
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In this study, questionnaires and documentation were used to collect data. In this
study, the researcher immediately went into the field to collect responses from
respondents to use as research samples (Sugiyono, 2018). In this study, the Cronbach’s
Alpha technique was used with the Statistical Product and Service Solution (SPSS)
software version 26 to assess the reliability of the questionnaire. The steps for
performing the reliability test with Statistical Product and Service Solution (SPSS)
version 26 are as follows: (1) Select Analyze; (2) Select Scale; (3) Select Reliability
Analysis; (4) Enter the entire item of each variable except the total item into the items
column; (5) Select OK (Kesumawati & Aridanu, 2021).
C. Results and Discussion
The Effect of Leadership Effectiveness on the Performance of High School Teachers
in Pulau Rimau District
The hypothesis that leadership effectiveness affects teacher’s performance was tested
in four high school level schools in the Pulau Rimau District. Based on the hypothesis
testing results, the significant level (sig) value of the compensation variable (X1) was
0.47 less than 0.05, so Ho was rejected and Ha was accepted. This means that in the
Pulau Rimau District, the leadership effectiveness variable (X1) has a positive effect
on the high school teacher’s performance variable (Y).
In general, measuring teacher’s performance is done to determine competence, assess
strengths, provide support and mentoring, ensure continuous growth through
various experiences, and monitor organizational employees’ decisions. All of this can
be accomplished by an organizational leader.
The ratio of work results to time required to produce a product from a teacher can be
used to assess teacher’s performance. Superior and outstanding schools cannot be
realized apart from the effective performance of teachers who work in these schools.
Good performance is primarily focused on teacher behavior in carrying out work
programs to achieve these goals, whereas teacher work productivity can be seen in
terms of how far the teacher’s work productivity can influence students. Specifically,
the goals of teacher’s performance also require teachers to make special decisions,
“where learning objectives in schools are clearly stated in the form of behavior from a
teacher, then transferred to their students. Leadership effectiveness, resilience, and
organizational culture are all factors that influence teacher’s performance.
Leaders, according to Mukhtar, are basically the main figures who greatly determine
an organization’s progress and competitive advantage. He is not only an effective
manager but also a transformational leader. Leaders are expected to be able to lead
organizations/institutions to exceed expectations in a sustainable manner. In difficult
circumstances, it is critical for a leader to steer the organization in a clear and
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consistent direction in order to effectively anticipate and respond to future demands.
Leaders play a role in selecting the best alternatives from a variety of options. As a
result, an effective leader is required, a leader who is able to use his authority properly
and constructively, a leader who is able to formulate clear and achievable goals based
on the capabilities of the resources he has, a leader who is able to communicate to his
members what is on his mind, a wise leader who always prioritizes ratios while still
considering taste when dealing with and solving problems. Strictly speaking, an
effective leader is one who fights hard for the ideals to be realized (Mukhtar et al.,
2016).
This is consistent with Hasmayati’s research, which states that if the calculation results
of the correlation analysis are significant both individually and simultaneously, it is
interpreted so as to provide information objectively and know the amount of
contribution (contribution) or the value of the Coefficient of Termination (KD = r2 x
100%) between variables that the effect of the principal’s leadership on teacher
competence.
The Effect of Adversity Quotient on High School Teacher’s performance in Pulau
Rimau District
Based on the results of the hypothesis testing, it was discovered that the significance
level (sig) of the work environment variable (X2) was 0.041, which was less than the
value (ꭤ) 0,05, implying that Ho was rejected and Ha was accepted. As a result, the
Adversity Quotient (X2) variable has a significant effect on the performance of high
school teachers (Y) in the Pulau Rimau District. This means that high school teachers’
resilience in Pulau Rimau Subdistrict influences their performance.
Adversity Quotient, also known as resilience, is a measure of a person’s response to
understanding himself in order to increase success in all aspects of life. Adversity
quotient is also an assessment that measures a person’s attitude in facing a problem
to be empowered to become an opportunity. The adversity quotient can indicate how
strong a person is in the face of adversity, whether the person is willing to back down
halfway or refuse to accept even the most minor challenge. Adversity Quotient can
also be used to assess mental responses to adversity. Because a teacher with a high AQ
will never stop being passionate about educating the best generations. Teachers with
high AQ will also provide positive energy to their students, resulting in enthusiasm
in both the teacher and the students. As a result, resilience is essential for a teacher or
educator. Because a teacher with a high AQ will never stop being passionate about
educating the best generations. Teachers with high AQ will also provide positive
energy to their students, resulting in enthusiasm in both the teacher and the students
(Solihin, 2015).
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These findings are supported by Nicco Nurman’s research, which shows that the
regression coefficient value of the Adversity Quotient variable (X1) is 0.308, indicating
that the Adversity Quotient has a positive relationship with employee performance
(Y). This shows that each unit increase in the Adversity Quotient score, assuming the
other independent variables remain constant, increases the performance score by
0.308 units. That is, the higher the perception of employee performance, the higher the
perception of Adversity Quotient (Nurman, 2018).
The Impact of Organizational Culture on High School Teacher’s Performance in the
District of Pulau Rimau
Based on the results of the hypothesis testing, it was determined that the significance
level (sig) of the work environment variable (X2) was 0.027, which was less than the
value (ꭤ) 0.05, implying that Ho was rejected and Ha was accepted. As a result, the
Adversity Quotient (X2) variable has a significant effect on the performance of high
school teachers (Y) in the Pulau Rimau District. This finding is consistent with Nicco
Nurman’s findings, which show that the regression coefficient value of the
organizational culture variable (X2) is 0.370, indicating that organizational culture has
a positive relationship with employee performance (Y). This demonstrates that
increasing the organizational culture score by one unit, while holding the other
independent variables constant, increases the performance score by 0.370 units. That
is, the higher the perception of employee performance, the higher the perception of
organizational culture (Nurman, 2018).
Handayani’s findings indicate that school culture has a positive and significant
influence on teacher’s performance in Muara Padang District (Handayani et al., 2020).
Performance emphasizes the outcomes of one’s efforts. Work results are measured by
examining the standard rules that have been established in an organization. The
organization’s work standards serve as the foundation for evaluating one’s
performance. Each organization has its own set of standards based on the type of work
performed. Work standards for school principals can be determined in schools based
on their primary duties, functions, and responsibilities. There are five aspects that can
be used as an assessment measure in order to get the most out of the school principal’s
performance evaluation: quality of work, timeliness, initiative in completing work,
ability to complete work, and ability to foster cooperation with other parties. The
principal is expected to learn his strengths and weaknesses through periodic
performance appraisals, which will then serve as a reference material for future
performance improvement.
Employee behavior is generally shaped by organizational culture. As a result, when
someone enters an organization or company, he will adopt the organization’s
customs, habits, and culture.
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The organization’s function includes facilitating planning for the institution’s
continuity. Making it easier to plan is one of the organizational functions of
management. Organizational functions include assisting management in producing
analysis and evaluation reports on the performance of the company or business.
The Effect of Leadership Effectiveness, Adversity Quotient and Organizational
Culture on Teacher’s performance
Based on the results of testing the multiple linear regression hypothesis between the
variables of leadership effectiveness (X1), adversity quotient (X2) and organizational
culture (X3) on teacher’s performance (Y) the constant value of the regression equation
α is 28.622 and the coefficient value of the independent variable b1 is equal to the
independent variable b1 of 0.207, b2 of 0.215 and b3 of 0.561, then the regression
equation is obtained as follows:
Y = a + b1X1 + b2X2 + b3X3
Y = 38,622 + 0,207X1 + 0,215 X2 + 0,561X3
This means that the impact of leadership effectiveness, adversity quotient, and
organizational culture on teacher’s performance has significantly increased.
Based on the statistical test results, it is clear that the majority of respondents (more
than 50%) gave a positive response to the answers in the questionnaire provided.
Thus, the variables of leadership effectiveness, adversity quotient, and organizational
culture all have a significant influence on teacher’s performance variables.
From the calculation results of the One Sample Kolmogorov-Smirnov Test based on
the Asymp test. Sig. (2-tailed) of the three variables, including the independent
variables X1, X2, X3 and the dependent variable Y, the value of 0.200 is greater than
0.05. This means that it can be concluded that of the three variables studied showed a
greater value of 0.05, for that it can be said that all variables are normally distributed.
The results of the linearity test can be seen in the output table above. It is known that
the significance of the ANOVA table shows Deviation of Linearity with a significant
work environment value of 0.086 > 0.05. So, it can be concluded that the results
obtained show that each variable is declared linear.
Based on the table above, the data seen is from tolerance, the value obtained at
tolerance is greater than 0.874 > 0.10, it can be concluded that there is no
multicollinearity.
In his research, (Sulistiya, 2015) stated that there was a significant influence between
the leadership of the school principal on teacher’s performance at SMP Agus Salim
Semarang in the 2012/2013 academic year. There are 3 indicators of teacher’s
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performance that must be achieved: (1) mastery of teaching materials, (2) ability to
manage learning, and (3) commitment to carrying out tasks. That organizational
culture has a positive and significant influence with the average questionnaire having
a high effect on teacher’s performance. Although not the only factor, school culture is
a factor that has a larger portion in influencing teacher’s performance than the
principal’s supervision variable (Suhayati, 2013).
Dimensions of organizational culture and principal leadership have a significant
influence on the performance of teaching staff, namely the variables of accuracy, result
orientation, team orientation, and stability (Arifin, 2018).
D. Conclusion
The effectiveness of leadership has a significant impact on the performance of high
school teachers in the Pulau Rimau District. The resilience to adversity (Adversity
Quotient) of high school teachers in the Pulau Rimau District has a significant
influence on their performance. Organizational culture variables have a significant
impact on teacher’s performance. Leadership effectiveness, adversity quotient, and
organizational culture all have a significant impact on the performance of high school
teachers in the Pulau Rimau District. The results of statistical tests using Multiple
Linear Regression show that leadership effectiveness, adversity quotient, and
organizational culture all have a significant impact on teacher’s performance.
E. Acknowledgement
We acknowledge to the principal of SMP Negeri 1 Pulau Rimau, and Rector of
Universitas PGRI Palembang who have supported us in this project.
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