Transformational Classroom Leadership and Students’ Creativity Competencies in Private High Schools, Sukoharjo, Central Java, Indonesia

• Main Authors: HARIS ADY SAPUTRA, 哈里斯
• Other Authors: LIN, MING-DIH
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/r5wj36

碩士 === 國立中正大學 === 教育領導與管理發展國際碩士學位學程 === 106 === This research investigates the transformational classroom leadership and students’ creativity competencies in Sukoharjo County, Central Java, Indonesia. The instrument used in this study consisted of two parts. Part one was made 30 questions about transformational classroom leadership. Part two was made up of 28 questions about students’ creativity competencies. The data collection was conducted for one month in February 2018. The survey was carried out at 11 private high schools targeting minimally 90 students (Grade X, XI, and XII) in each school in Sukoharjo County, Central Java, Indonesia. Due to incomplete responses, there were 196 uncompleted questionnaires, then, in final only 854 completed questionnaires were received from 11 private high schools. The findings reveal that students perceive that their homeroom teachers moderately practice transformational classroom leadership. On the other hand, students also moderately express their creativity. In addition, 61.36% of students are categorized into the big box of crayons. Significant differences of students’ perceptions were found among transformational classroom leadership of homeroom teachers when grouped by school location, school accreditation, teacher gender, subject matter, and grade levels of teaching. In addition, significant differences also were found among students’ creativity competencies when grouped by school location, school accreditation and subject matter of their homeroom teachers. Enabling others to act and encouraging the heart influence independently to students’ creativity competencies. However, when all dimensions of transformational classroom leadership are applied together, transformational classroom leadership of homeroom teachers only influences 7% of students’ creativity competencies. Another statistical method, canonical analysis, is also used as a second insight, but the result is not different significantly. The canonical analysis shows that transformational classroom leadership influences only 9% percent of students’ creativity competencies. From both statistical methods, it is found that transformational classroom leadership has a week relationship with students’ creativity competencies.