UNLEASHING TEACHER PERFORMANCE: THE SYNERGY OF TRANSFORMATIONAL LEADERSHIP, RESILIENCE, AND PERSON–ENVIRONMENT FIT
DOI:
https://doi.org/10.18623/rvd.v23.5264Palavras-chave:
Transformational Leadership, Teacher Resilience, Person–Environment Fit, Teacher Performance, Early Childhood EducationResumo
This study investigates the determinants of teacher performance by examining the roles of transformational leadership and teacher resilience, with Person–Environment Fit (P–E Fit) as a mediating variable. A quantitative approach using structural equation modeling (SEM) with a second-order construct was applied to analyze causal relationships among variables. The sample consisted of 338 early childhood education teachers in Tegal Regency selected through simple random sampling. Data were collected using structured questionnaires adapted from validated measurement scales. The findings show that both transformational leadership and teacher resilience have significant positive effects on teacher performance. P–E Fit mediates the relationship between transformational leadership and teacher performance, although the direct effect of leadership remains stronger. In contrast, the mediating role of P–E Fit in the relationship between teacher resilience and performance is statistically marginal, indicating that resilience contributes to performance primarily through direct psychological mechanisms. These results highlight the importance of both internal resources and supportive leadership in enhancing teacher performance. Strengthening transformational leadership practices and integrating resilience-building strategies into teacher development programs can substantially improve the quality of teaching in early childhood education settings. This study contributes to the literature by providing a comprehensive model that links individual psychological strengths with organizational conditions in predicting teacher performance.
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