The Influence of Innovative School Leadership Practices and Teacher Professional Development on The Quality of Learning in Public Senior High Schools in Padang City

Abstract

This research is motivated by the importance of learning quality as a primary indicator of educational success, which is thought to be influenced by innovative school leadership practices and teacher professional development. The purpose of this study is to describe the level of learning quality, innovative school leadership practices, and teacher professional development, and to analyze the influence of these two independent variables, both partially and simultaneously, on learning quality in Padang City Public Senior High Schools. This study uses a quantitative approach with a causal survey design (ex post facto). The study population was all ASN teachers working in 17 Padang City Public Senior High Schools, totaling 855 people. A sample of 273 teachers was determined through a proportionate stratified random sampling technique with the Slovin formula (α = 5%). Data were collected using a five-point Likert scale questionnaire that had been tested for validity and reliability, then analyzed using descriptive analysis techniques (Respondent Achievement Level/TCR) and multiple linear regression analysis. The results of the study indicate that the quality of learning, innovative school leadership practices, and teacher professional development in Padang City State Senior High Schools are each in the Very Good category, with average TCRs of 90.90%, 91.59%, and 89.28%, respectively. The results of the hypothesis test prove that innovative school leadership practices have a positive and significant effect on the quality of learning (tₕᵢₜᵤₙᵍ = 6.381; Sig. = 0.000). Teacher professional development also has a positive and significant effect on the quality of learning (tₕᵢₜᵤₙᵍ = 6.537; Sig. = 0.000). Simultaneously, both variables have a positive and significant effect on the quality of learning (Fₕᵢₜᵤₙᵍ = 67.562; Sig. = 0.000), with a contribution of 33.4% (R² = 0.334), while the remaining 66.6% is influenced by other factors outside this research model.