Increasing Students’ Motivation in Learning through Teachers’

Transformational and Transactional Leadership Style

Cut Zahri Harun

, Khairuddin, Niswanto

Faculty of Teacher Training and Education, Syiah Kuala University, Banda Aceh, 23111, Indonesia

Keywords: Transformational Leadership, style, Teacher Transactional, Students, Motivation.

Abstract: The teachers’ transformational and transactional leadership styles play the important role to motivate the

students’ learning in the classroom. This study investigates the teachers’ transformational and transactional

leadership style to motivate students in learning the subjects in the classroom. The study used qualitative

method in nature. To collect the data needed for this study, the authors used interview. They were

interviewed one by one in relation to their ability to implement the transformational and transactional

leadership to motivate students’ learning. A number of 275 teachers selected randomly to represent the

whole of senior high school teacher in Aceh. The collected data were analysed qualitatively using data

display, data reduction, and data conclusion. The study found that transformational and transactional

leadership style played an important role in motivating students to learn the subjects. Therefore, the

teachers’ ability and knowledge on the transformational and transactional leadership style should be well

mastered by the teachers who teach the lesson in the classroom. It also found that Transformational and

Transactional leadership styles are being used by teachers because the teachers see that the teaching-

learning processes are not very effective if the motivation of the students is low. It can be concluded that

transformational and transactional leadership from the teachers significantly influences students’ motivation

to learn.

1 INTRODUCTION

Motivation in learning is one of the aspects that play

an important role in learning a lesson. One who has

high motivation in learning will influence the

learning achievement. The world of educational

leadership is identical with transformational and

transactional leadership. Although many people are

interested in transformational leadership,

nevertheless transactional leadership certainly also

gets much attention for its moral values like:

honesty, fairness, faithfulness and responsibility.

Quality of human resource is paramount in

developing the nation to compete with other nations

in the world. The quality of human being can be

increased through education either at schools or

university. Hoy and Miskel (2013) point “Many

factors influence the quality of a school, including

the culture of the organization, the leadership of the

Head-master, the climate of the organization, the

communications and the facilities, the performance

of the teachers and the finances”. Teachers in the

school play a central role in producing the new

generation ready to compete. The teachers must

supply the knowledge; skills and personality that the

students need to face the challenges of this age with

its increasing complexity. Because of that the role

of the teacher is very important in the framework of

success for education. It is hoped that the teachers

will be more active in every effort to improve the

quality of education like motivating students.

Effective teaching, by the teacher, is greatly

influenced by the ability and the leadership style of

the teacher in the class. The influence of leadership

has been studied by many organizations, businesses,

schools and universities. The paradigms of

transformational leadership and transactional

leadership have been proven and implemented by

teachers to increase the motivation of their students.

In relation to the above statement, Scheerens &

Lyton (2011: 8) have written that: “In a systems

context, education can be divided into three parts

viz: The macro system (state) level, the school level

and the level at the class. These three levels form the

system of education viz: input, process and output”.

Transformational leadership is connected with the

Harun, C., Khairuddin, . and Niswanto, .

Increasing Students’ Motivation in Learning through Teachers’ Transformational and Transactional Leadership Style.

DOI: 10.5220/0009898000002480

In Proceedings of the International Conference on Natural Resources and Sustainable Development (ICNRSD 2018), pages 84-91

ISBN: 978-989-758-543-2

results from education in various ways viz: the

cognition, affectation, motivation, participation and

perception of teachers to their students (Blasé &

Anderson, 1995). The motivation and perceptions of

students to their teachers and to their lessons is

regarded as very important in the teaching-learning

processes to reach the goals of the lessons and to get

education that is effective. Duties performed by the

teacher means that the teacher must be the leader in

the class which she manages so that of the role of the

teacher is something that must be done. Some

theoretical orientations were used in this study.

Many studies have been conducted by experts in

relation to improving students’ achievements in

learning lesson at senior high schools level.

However, not many studies focus on the aspects of

teachers’ sides in term of transformational and

transactional leadership to motivate students in

learning as state senior high schools in the Province

of Aceh. Therefore, this study investigates the

teachers’ transformational and transactional

leadership style to motivate students in learning the

lesson in the classroom. The main focus of this study

is to describe the teachers’ ability to implement the

transformational and transactional leadership to

motivate students in learning at state senior high

schools in Aceh. Besides, this study also discusses

the factors that influence the teachers to implement

the transformational and transactional leadership to

motivate students in learning.

2 LITERATURE REVIEW

2.1 Leadership in Education

Leadership covers how to direct, influence and

supervise other people to perform duties in

accordance with situations, conditions and

regulations. Leadership style and transformation

play an important role to motivate students in

learning to achieve this optimal outcome (Eagly &

Johannesen-Schmidt (2001). Numerous changes are

always happening amongst people and these can

result in a multi-dimensional crisis like that which

affected Indonesia for a long time, which made it

difficult to find an ideal leader who was highly

committed to their duties and responsibilities. Nuri

(2015:53) has proposed several criteria for a (good)

leader viz: “(1) honest, (2) visionary, (3) a good

communicator, (4) be a good person”. Honesty is the

first quality that enables a leader to mobilize his

followers. Honesty is seen by his followers if what

he says is the same as what he does. A leader must

have plans for the future, a vision. Followers in the

organization must know what the leader will do to

meet the challenges of the future. Good

communications are needed to ensure interaction

with the followers. Success in meeting the goals of

the organization depends on good communications

between the leader and his followers. If a leader is

not capable of good communications with her

followers then such a leader is not capable of taking

the organization forward to success. As well as that

appearance is of prime importance for a leader in the

eyes of her followers. If a leader wants her followers

to have a good attitude then she must first set the

good example. Education contributes to developing

quality HR (Human Resources), so that it can

support the development of industry and of the

economy of a country. UNESCO and the World

Bank measure the level of education of a country in

the Human Development Index. This indicates that

the quality of education influences the quality of

human development which can be seen from the

quality of work that people are capable of.

In connection with this problem, Sallis (2008: 1)

has written that “there are several factors that are the

source of quality in education, amongst them are the

orientation of the teachers, high morals, excellent

examination results, parental support, strong

leadership and a balanced curriculum”. From the

above, it can be seen how important strong

leadership is in the field of education, especially for

the teachers who are entrusted with teaching the

children of the nation.

2.2 The Teacher as a Leader in

Education

In this era of democracy, the teacher is openly

challenged to provide teaching and leadership.

However, the teacher is not the only source of

learning for her students. Because of this, in giving

lessons the teacher must use democratic methods far

from using force (authoritarian). For that, the teacher

must have the ability to display leadership to

influence her students. In this aspect, Mulyasa

(2011:16) has said that “As a teacher is a leader of

education, the first level of education must have a

foundation of strong leadership”. The teacher’s

style of leadership has a big role in motivating her

students to achieve maximal results; a leadership

style between transformational and transactional is

often adopted by teachers in this democratic era. In

this case, Umiarso (2010:256) has said that,

“democratic teaching-learning is one alternative

which is of much benefit for teachers in motivating

Increasing Students’ Motivation in Learning through Teachers’ Transformational and Transactional Leadership Style

students”. In connection with this problem, Di Paola

and Moran (2001: 43) have said that: “Schools

cannot achieve their purpose if the contribution of

the teachers is limited to what is in their job

description”. Furthermore, Hughes (2006: 70) wrote

that: the satisfaction of the teacher is on a higher

level above what has been achieved by the teacher.

Job satisfaction is one characteristic that improves

the performance of teachers, Because of that to

increase the performance of teachers in teaching,

especially in teaching in schools several factors need

to be attended to that can determine the satisfaction

they get from teaching work. Furthermore, Muhsin

(Nugrahani & Margunani, 2014:456) has said:

“From the results of studies, the positive influence

from teacher leadership contributes 20% and the

communication from the teacher contributes 36% to

the motivation of the students”. From the

explanations above one can see the importance of

teacher leadership in the teaching-learning

processes.

2.3 Transformational Leadership

To lead, needs various types of activities, to easily

influence other people, including transformational

leadership. In connection with this issue, Rivai and

Arifin (2013:190) have proposed that

“Transformational leadership coaches followers in

the direction of the program by explaining the role

and the rules governing the work and

transformational leadership inspires followers to

give their best work for the interests of the

organization over their private interests, also leaders

must provide an outstanding influence for their

followers to follow”. In accordance with the above,

Munawaroh (2011:137) has earlier said that:

“Transformational leadership can provide the

answers to the challenges of implementing school

based management in three ways viz: through

charisma, individual considerations and intellectual

stimulation from the teacher or head-master”. In the

context of leadership it is important that someone

plants influence for others to follow.

Transformational leadership indicates the process

of development in a commitment to the goals of the

organization and believing that the followers will

reach the targets set. Transformational theory also

teaches how leaders can change the culture and the

structure of an organization to be more consistent

with the strategy of management in order to reach

goals. In this context, Krishnan and Ekkirala

(1998:4) have said that: “The model of

transformational leadership in fact stresses that a

leader needs to motivate those under her to perform

their responsibilities to a higher level than they had

intended to do. Transformational leadership by

definition must be capable of communicating and

articulating the vision of an organization so that the

followers must follow”. In connection with

transformational leadership as described above,

Stewart (2006:12) pointed that transformational

leadership has four dimensions:

1) The first Dimension is called Idealized

Influence, this dimension is seen as the behavior of

the leader which makes her followers admire,

respect and at the same time believe in her.

2) The second Dimension is Inspirational

Motivation where the transformational leader is seen

as a leader who is capable of articulating the clear

hopes for prestige of her followers, demonstrates her

commitment to all the goals of the organization and

is capable of stimulating team spirit within the

organization through stimulating the growth of

enthusiasm and optimism..

3) The third Dimension is called Intellectual

Stimulation: The transformational leader must be

capable of generating new ideas, providing creative

solutions to problems faced by those under her and

providing motivation for those under her to find new

approaches to perform the duties of the organisation.

4) The Fourth Dimension to explain these

characteristics of leadership is called Individualized

Consideration. In this dimension the

transformational leader can be seen as a leader who

wants to listen whole-heartedly to inputs from those

under her and especially wants to take note of the

needs of those under her.

Transformational Leadership can bring an

atmosphere and feeling of innovation for the

students. In this respect, Mooler (Balyer, 2012:582)

says “Transformational leadership is positively

linked with an innovative climate in schools and it

motivates followers to do more than they expected

to do in extra efforts and greater productivity”.

Accordingly, transformational leaders in reality are

teachers who can motivate students to do things a

better way, exceeding limits that they have

previously set. The students are capable of

developing their own potential to be optimal,

creative and innovative because of quality leadership

from their teacher. This indicates that the leadership

of the teacher was capable of inspiring the

motivation of her students. Transformational

Leadership has a relationship with better results

from learning, from cognitive, affective, self-

motivational, satisfactory communications and

student participation in learning and also with their

ICNRSD 2018 - International Conference on Natural Resources and Sustainable Development

perception of their teacher as a leader and a teacher

in their class. These matters have been raised by

Bolkan et al. (2011:338) points “Transformational

leadership has been shown to correlate with

traditional learning outcomes including cognitive

learning, effective learning, the state of motivation,

satisfactory communications, students’ participation

and student perceptions of instructor credibility”.

The need for the development of the

Transformational Leadership factor was a result

from research by Bass (Italiani, 2013:455) who

identified three (3) factors which indicate

Transformational Leadership, viz: (1) The leader can

provide inspiration or be a source of inspiration for

her students (inspirational); (2) The behaviour and

attention to those under her provides individualized

consideration; and (3) Her leadership can stimulate

thinking or ideas from those under her ie. intellectual

stimulation. In connection with the problems of

Transformational Leadership outlined above, Timpe

(2011:342) also says there are three activity

programs which can be identified and associated

with Transformational leadership namely; (1)

Creating a Vision; (2) Mobilization of Commitment;

and (3) Institutionalizing Change. Following is

further explanation:

(1) Creating a Vision: A transformational leader

must be able to describe to her organization a vision

for the future. While this duty can be shared with

key members of her organization, the vision itself

remains the responsibility of the transformational

leader. The transformational leader must be able to

combine thinking that is analytical, creative,

intuitive and deductive. Every leader must create a

vision which provides direction for the organization

while maintaining the style and the leadership

philosophy of the organization.

(2) Mobilization of Commitment: On the side of

organization, the transformational leader can receive

new duties and new visions which can change the

actual direction of the organization. Mobilization of

commitment needs time which can be short or long,

but the transformational leader can get deep

understanding from her followers.

(3) Institutionalizing the Changes: An organization

cannot renew itself unless the organization can adapt

to new behavior/situations. The transformational

leader must be able to translate her vision into

reality.

2.4 Transactional Leadership

As well as providing transactional leadership the

teacher’s ability to provide transactional leadership

is very important in running the teaching-learning

processes (TLP). This kind of leadership can change

the atmosphere of the class being run so that the

planned lessons can be really effective and can

achieve the purpose of the lesson. Acting as a

transactional leader the teacher becomes the primary

focus of the class and hence maintains a stable

atmosphere in the class so that the teaching-learning

runs smoothly. When the atmosphere of a class is

not managed or is poorly managed there can be

many recalcitrant students breaking the class

regulations. To manage that sort of situation the

primary key is to have clear class regulations and

give punishments to those students who don’t follow

the class regulations and rewards to those who

perform well. To become a teacher with

transactional leadership qualities is not enough

because one major purpose of education is to

achieve change in the students. Because of that the

teacher must raise the quality of her leadership

higher to become a transactional teacher. Pounder

and Brown (Munawaroh, 2011:137) have split

transactional leadership into two dimensions: “(a)

Active, the leader monitors and looks for recalcitrant

who break the rules and standards and takes

corrective actions and (b) Passive, the leader only

intervenes if the (minimum) standards are not

achieved.”.

Rivai and Arifin (2013:125) have said that the

characteristics of transactional leadership are as

follows:

1) Based on rewards: make contracts to trade

rewards for efforts, promise rewards for good

performance and recognize prestige performances;

2) Management by exceptions, actively, supervise

and look for deviations from rules and standards and

then take corrective actions (when deviations are

found);

3) Management by exceptions, passively, only

intervening if standards are or may not be reached;

and

4) Laissez-Faire: free from responsibility and

avoids making decisions.

Bass and Rigio (2006: 8) point

“Transactional leadership occurs when the leader

rewards or disciplines the follower, depending on

the follower’s performance. Transactional leadership

depends on contingent reinforcement, either positive

contingent reward or the more negative active or

passive forms of management by exception”.

Transactional Leadership uses the concept of a path

goal as a framework and adjusts it (the path) in

accordance with the mission, direction and goals of

the organization in the framework to achieve

Increasing Students’ Motivation in Learning through Teachers’ Transformational and Transactional Leadership Style

effectiveness. At the present, the vision, mission and

purpose of an organization appears to be something

which we are required to make in the framework of

achieving the purpose of the organization (Bertocci,

2009: 56).

2.5 Motivation in Education

Motivation is about how to encourage or stimulate

workers under us or working with us e.g team-mates

to want to work or play harder using all their ability

and skills. According to R.Geoger and W.Leslie

(Rivai & Arifin, 2013:388) motivation is: “Getting a

person to exert a higher degree of effort” which

means to make someone work or strive harder.

Previously, Danim (2010: 116) has stated that:

Motivation is the push from a leader, including

head-masters and teachers, to do something in some

way. Motivation basically is a mental effort or push

from a leader or ones-self (self-motivation) to do

something or perform some activity better and it

provides strength directed to fully achieve the

desires and wishes and to get satisfaction or reduce

imbalance or discrimination. In the activities of

teaching-learning, motivation appears to be the

internal push that a participating student has to

perform learning activities better. This is in line with

what Sardiman (2011:75) has put down that:

“Motivation can be said to be all the effort from

within a student joining in the learning process to

ensure she continues in the learning activities and

follows the direction of the learning so that the

purpose of the subject being learnt is reached”.

Furthermore, Uno (2013:23) has said that: “In reality

motivation to learn is a push both internal and

external to a student who is in the process of

learning to make a change in her behavior, generally

to meet some indicator or supporting element”. A

teacher has no meaning without a student. This

shows how important the student is in the class.

Because of that, a teacher must truly understand and

have a capacity as a leader to motivate her students

to achieve greater heights of learning.

3 METHODOLOGY OF

RESEARCH

The objectives of this study are to investigate the

teachers’ ability to implement transformational and

transactional leadership to motivate students in

learning at state senior high schools in Aceh. The

study used qualitative method in nature. The authors

interviewed the teachers who involved in this study.

The teachers were interviewed one by one to ensure

that they understand and know to implement the

transformational and transactional to motivate

students in learning. The study lasted form two

weeks. The study took place at state senior high

school in Aceh. Thirteen state senior high school

teachers in Aceh involved in this study.

3.1 Sample of Research

The study engaged 275 state senior high school

teachers in the province of Aceh taken randomly. In

central Aceh regency, state senior high school 1, 2,

3, 6, 9 and 12 were taken as the sample of the study.

In Nagan Raya regency, the teachers were taken

from state senior high schools as the sample were

taken from state senior high schools 1 Beutong, 3

Sunagan, 1 Suka Makmur and state senior high

school 3 Kuala. Another regency is Lhokseumawe,

three state senior high schools teachers were taken

as the sample of this study, namely; state senior high

school 1, 5, Modal Bangsa.

3.2 Instrument and Procedures

The interview was used as the instrument of the

study. The interview focused on the teachers’ ability

to implement the transformational and transactional

leadership to motivate students in learning. Besides,

the authors also obtained the information related to

factors that influence their ability to implement

transformational and transactional leadership to

motivate students in learning. The teachers were

interviewed one by one deeply to get the data

needed. The interview process took place during two

weeks.

3.3 Data Analysis

The data collected from the interview were analyzed

qualitatively using words that classified into data

display, data reduction, and data conclusion. The

data were transcribed firstly, then classified them

into meaningful information, and lastly the data

were taken the conclusion so that the findings of this

study were valid and reliable. And in the end, the

conclusion can be drawn.

ICNRSD 2018 - International Conference on Natural Resources and Sustainable Development

4 RESULTS OF RESEARCH AND

DISCUSSION

Referring to the objectives of the study, the results

can be reported as the following:

1) The style of transformational and transactional

leadership needed to increase the students’

motivation to learn.

In principle teachers already use transformational

and transactional leadership styles to run their

teaching-learning processes, especially to motivate

students. They do this because teachers are aware

that teaching-learning is less effective if the

students’ motivation to learn is low. However, the

implementation of transformational and

transactional leadership in teaching is focused on

reaching the minimum competency (KKM) and is

not consistent. Indications that it is not consistent

could be seen in the answers from the respondents

when they were interviewed, that the concept of

transformational and transactional leadership for

managing teaching was still not well understood.

However, after explanations about the concepts of

transformational and transactional leadership for

teaching, the respondents then understood that in

principle they had actually been implementing some

form of transformational and transactional

leadership in their teaching.

As one way of managing teaching it needs

consistency in implementation. Whenever the style

of teaching or the behaviour of the teacher is still

inconsistent, then that cannot be said to be the style

of that teacher as was postulated by Priansa

(2014:174), who said that “Leadership style is one

form of consistent behaviour shown by a leader and

that is felt by others when that leader tries to

influence the activities of others”. Consistency when

applied especially affects the efforts to encourage

students when studying. Transactional leadership

applied by the teacher includes explanations of the

learning target which the students must achieve and

the rewards that they can get. As one process to

motivate the students, the implementation of

transactional leadership in teaching always features

the minimal results which the students will achieve.

This is important to help the students to make the

results to be achieved a priority for motivating the

students. Awards as rewards are something that

cannot be separated from the management of the

learning process, so too sanctions or punishments

which can be handed out if students don’t follow the

transactions offered by the teacher in the learning

process. Transactional leadership is the ability of a

leader to identify the desires of those under her in

this case her students and assist them to achieve

better results by providing satisfying rewards.

If a teacher uses transactional leadership in her

lessons, it can be seen in her Teaching Plan (TP). In

her TP the teacher always lists the activities to

motivate the students at the beginning of the

teaching-learning process (TLP). This shows that

teachers understand the importance of motivation for

students to follow the TLP. Random observations of

the classes of several teachers who became the

subjects of this study showed that there were still

some teachers who don’t follow the TP that they had

made. This meant that while the teaching design had

been made to implement transactional leadership,

however in the implementation the realization still

did not follow the prepared plan, although many ran

their classes according to their plans. In a situation

like this, especially for students who have chosen to

follow the Social (IPS) stream and which are not the

top class, the teachers tend to move to use an

authoritarian and transactional style to increase the

motivation of most of the students. The teacher has

to build a commitment with her students for the

work they have to do. According to one teacher, the

use of an authoritarian style was often done because

many of the students in the social stream have low

motivation to study. Conversely, students in the top

or science stream (IPA) classes have high

motivation. In the IPA classes the students are

generally highly motivated. In these classes, because

the students are highly motivated the teacher can

easily implement transactional leadership in her

teaching.

2) The Teacher’s Ability to Implement a

Transactional and Transformational Leadership

Style to Motivate Students to Study

The understanding of leadership styles by a teacher

does not guarantee that a teacher has a good ability

to implement leadership in her class. The results

from this study where the teachers have been the

subject of this study can be said to show that the

ability to provide leadership in the class in the TLP

is not solely limited to transformational and

transactional leadership. Teachers tend to use a

variety of leadership styles; in fact it is more realistic

to say that teachers tend to use a situational style of

leadership to raise the motivation of students.

Student motivation to study is not only influenced

by the leadership style of their teacher, however it is

very much influenced by other factors like the

support and background of the students’ families.

The hoped for transformational and transactional

leadership styles of teachers can only raise the

motivation to study of some students. However, they

Increasing Students’ Motivation in Learning through Teachers’ Transformational and Transactional Leadership Style

are not capable of increasing the motivation to study

of students who truly have no motivation to study.

Transformational and transactional leadership by

teachers of IPS (social stream) classes has not shown

benefits which are truly outstanding. This has been

shown as student motivation to study has not grown

and increased significantly. Moreover, in IPA

(science stream) classes the influence of

transformational and transactional leadership styles

too cannot be seen as providing benefits that are

truly outstanding. This is because generally students

in IPA classes have been selected (for high

intelligence) and already have a high motivation to

study. Based on the study results above, an

hypothesis has been made that transformational and

transactional leadership can positively influence the

motivation of students to study. This theory will

become the basis for making this quantitative study.

The transformational leadership style has a positive

impact on the students motivation in learning

(Leban, & Zulauf, 2004).

5 CONCLUSIONS

Based on the finding mentioned previously, the

current study concluded that teachers are already

using transformational and transactional leadership

although not consistently. In addition, students in

every school are heterogeneous due to different

family backgrounds and environment.

Understanding by teachers about the style of

transformational and transactional leadership does

not guarantee that they can implement it well in

class. Besides, quantitative results show that

transformational and transactional leadership have a

significant influence on the motivation of students

although they are still influenced by other styles.

The results of the study suggest that remembering

the importance of teachers implementing

transformational and transactional leadership, head-

masters should give more encouragement to teachers

to use them consistently in their teaching-learning

processes. Due to students are neither homogeneous

nor very heterogeneous, teachers should use more

than one style of leadership in the teaching-learning

processes. Head-masters should often provide

coaching to teachers about the most effective styles

of teaching so that they will not become monotonous

in the teaching-learning processes in class. Teachers

should use a variety of approaches when doing

teaching-learning processes to respond to the

situation of the class.

ACKNOWLEDGEMENTS

We would like to thank the Syiah Kuala University

Chancellor who has financed this project. We also

would like to thank teachers and students of State

Senior High School in the Province of Aceh and

other parties who have involved in this project that

we cannot mention one by one.

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