The Influence of Instructional Leadership, Professional Competence, and Learning Communities on the Quality of Public Elementary Schools

Abstract

This research aims to analyze the influence of instructional leadership, teachers’ professional competence, and learning communities on the quality of elementary schools in Tembalang District, Semarang City. The study focuses on determining the extent to which each variable contributes, both partially and simultaneously, to school quality. A quantitative approach was applied using an ex post facto method and a correlational research design. The population consisted of all public elementary school teachers in Tembalang District, totaling 367 individuals. A proportional random sampling technique, classified as a probability sampling method, was employed to ensure representativeness from each school, resulting in a final sample of 191 teachers. Data were collected through closed-ended questionnaires, which underwent validity testing using Pearson's Product-Moment and reliability testing using Cronbach's Alpha, confirming their validity and reliability. Data were analyzed using simple and multiple linear regression via SPSS version 26. The results revealed that, partially, instructional leadership contributed 84.8% to school quality, professional competence contributed 82.4%, and learning communities contributed 35.9%. Simultaneously, the three variables had a significant combined influence of 91.7%. These findings indicate that improving the quality of elementary schools requires a synergistic interaction between effective instructional leadership, strong professional competence of teachers, and active learning communities. The study is expected to serve as a valuable reference for education policymakers in designing more effective and sustainable strategies to enhance the quality of basic education.