The Effect of Empowering Leadership and Adversity Quotient on Teacher’s Performance
DOI:
https://doi.org/10.52690/jswse.v7i2.1430Keywords:
Adversity Quotient, Empowering Leadership, Teacher’s PerformanceAbstract
This study aims to examine the individual and simultaneous influence of empowering leadership and adversity quotient (AQ) on the performance of kindergarten teachers. Employing a quantitative survey method with a correlational approach, data were collected via questionnaires from 58 teachers in Ilir Barat I District, Palembang City, and analyzed using correlation and multiple regression. The results confirm significant positive influences: empowering leadership alone explains 43.9% of performance variance (r=0.664), while AQ alone explains 58.6% (r=0.766). Simultaneously, both variables account for 59.3% of performance variance (r=0.770), with the regression equation Ŷ = 36.606 + 0.15X1 + 0.585X2. The novelty lies in empirically testing this specific variable combination within early childhood education, a less explored context. A key practical implication is the need for integrated professional development programs that combine leadership empowerment with resilience training to optimize teacher efficacy. This study contributes concrete empirical data and a predictive model to the educational management literature, highlighting the substantial role of psychological resilience alongside leadership in enhancing teacher’s performance.
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