The Impact of Principal Leadership and Teacher Motivation on Literacy Program Implementation in Elementary Schools: A Study in Purwodadi District

Abstract

This study examines the influence of principal leadership styles and teacher motivation on teacher performance in implementing literacy programs at elementary schools in Purwodadi District, Grobogan Regency, with job satisfaction as an intervening variable. Using a quantitative approach, data were collected through structured questionnaires distributed to 83 teachers selected via purposive sampling. The research employed path analysis and Structural Equation Modeling (SEM) to evaluate direct and indirect effects among variables. Findings reveal that transformational leadership significantly enhances teacher job satisfaction and performance in literacy activities. Teacher motivation also plays a critical role, with higher motivation correlating with improved job satisfaction and better literacy program outcomes. Job satisfaction acts as a strong mediator, explaining 77.8% of the variance in satisfaction levels and 63.4% of the variance in teacher performance. These results underscore the importance of supportive leadership, professional development opportunities, and recognition systems in fostering a positive work environment. The study recommends strengthening collaboration between principals and teachers, providing continuous training, and creating policies that promote literacy culture. This research contributes to understanding how leadership and motivation can be leveraged to improve educational quality, particularly in literacy education, offering practical insights for school management and policymakers.