The Influence of Leadership: Learning Organization on Performance Through Professional Learning Communities at High School of Papua Province

Background. Educator performance is an important thing in efforts to improve the quality of education, so a forum is needed to build teacher competency that leads to improved teacher performance in planning, implementing, and evaluating the learning process in the classroom. Professional learning communities are one of the efforts to improved performance, so it is necessary to know what components can accelerate the information of professional learning communities. Other factors in improving performance depend on leadership style, learning organization and motivation. The purpose of this research is (1) to find out the direct influence of leadership for learning, learning organization, and motivation on performance; (2) to find out the indirect influence of leadership for learning, learning organization, and motivation on performance through professional learning communities, etc.

Material/Methods. The research method is quantitative and an ex post facto approach, or one conducted after the fact. The sample consisted of 189 teachers from fourteen high schools in Papua Province, Indonesia. The research method used is survey. The population comes from educators at the Penggerak School in Papua Province totaling 358 people. The sampling technique used is stratified proportional Random Sampling. This sampling technique is used because the population has educational qualification strata. The result of the sample calculation is 189. The instrument used is a questionnaire. The empirical model test is carried out using the Q distribution, continued to the Chi-Square or W-count, if the model is not found to be a good fit. The mediating variable is tested using the Sobel Test.

Result. The results of the study show that (1) leadership for learning, learning organization, and teacher motivation influence the formation of professional learning communities; (2) leadership for learning and learning organizations influence teacher performance. The greatest influence, both directly and indirectly, is the learning organization. Learning organization variables enable effective learning communities.

Conclusion. The conclusions that can be put forward are : (1) learning organization can build effective professional learning communities; (2) the most influential variable in improving teacher performance is building learning organization; (3) another variable in improving teacher performance is leadership for learning style; and (4) the variable that has the lowest influence on teacher performance is teacher motivation.

Keywords: Performance, professional learning communities, leadership, learning organization, motivation

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