| dc.contributor.author | HENDRYADI, HENDRYADI | |
| dc.contributor.author | ZANNATI, RACHMA | |
| dc.contributor.author | SARI, SANTI RETNO | |
| dc.date.accessioned | 2017-06-06T02:38:03Z | |
| dc.date.available | 2017-06-06T02:38:03Z | |
| dc.date.issued | 2017 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/10587 | |
| dc.description | The purpose of this paper is to examine the relationship between four dimensions of transformational leadership (idealized influence/IDE; inspirational motivation/INS; intellectual stimulation/INT, and individualized consideration/IND) with three-dimensions of work engagement (vigor, dedication, and absorption) on secondary high school with the Islamic background. Data for this study were collected from 245 teachers from twenty-five schools in Jakarta. Partial least square-structural equation modeling-partial least square (PLS-SEM) was used to test the research hypotheses. Overall, results support the applicability of the transformational leadership on teacher’s engagement. For the vigor, results show that IDE, INS, and IND, but not INT, has significantly positive correlations. Regarding dedication, results show that all dimensions of transformational leadership are associated with teachers dedication. Moreover, INS, INT, and IND, but not IDE, are a significantly positive correlation with teachers absorption. This study contributes to the developing engagement literature. Previous research has predominantly concentrated on the role of transformational leadership as single construct without separating into its dimensions. Thus, the results of this study can provide a more comprehensive explanation of the role of transformational leadership on engagement. The limitation of the present study is cross-sectional self-report data and the object of study is limited to the secondary high school. This limits the generalizability of the study results which calls for future research attention | en_US |
| dc.description.abstract | The purpose of this paper is to examine the relationship between four dimensions of transformational leadership (idealized influence/IDE; inspirational motivation/INS; intellectual stimulation/INT, and individualized consideration/IND) with three-dimensions of work engagement (vigor, dedication, and absorption) on secondary high school with the Islamic background. Data for this study were collected from 245 teachers from twenty-five schools in Jakarta. Partial least square-structural equation modeling-partial least square (PLS-SEM) was used to test the research hypotheses. Overall, results support the applicability of the transformational leadership on teacher’s engagement. For the vigor, results show that IDE, INS, and IND, but not INT, has significantly positive correlations. Regarding dedication, results show that all dimensions of transformational leadership are associated with teachers dedication. Moreover, INS, INT, and IND, but not IDE, are a significantly positive correlation with teachers absorption. This study contributes to the developing engagement literature. Previous research has predominantly concentrated on the role of transformational leadership as single construct without separating into its dimensions. Thus, the results of this study can provide a more comprehensive explanation of the role of transformational leadership on engagement. The limitation of the present study is cross-sectional self-report data and the object of study is limited to the secondary high school. This limits the generalizability of the study results which calls for future research attention | en_US |
| dc.publisher | UMY | en_US |
| dc.title | TRANSFORMATIONAL LEADERSHIP AND TEACHERS ENGAGEMENT: AN EMPIRICAL STUDY AT ISLAMIC HIGH SCHOOL IN JAKARTA | en_US |
| dc.type | Article | en_US |
