Effect of Democratic Leadership Style and Bureaucratic Leadership

Style against Teacher Work Motivation in Dolok Batu Naggar

State 1 State School

Antonius Gultom

and Benjamin Situmorang

Universitas Negeri Medan, Medan -Indonesia

Keywords: Democratic Leadership Style, Leadership Bureauctaric Style, Motivation Work Teachers

Abstract: The problem in this research is the motivation of teachers is not optimal. This study aims to identify the

Democratic Leadership Style and the Bureaucratic Leadership Style of Teachers Work Motivation In SMA

Negeri 1 Dolok Batu Naggar TA. 2017/2018. Included in this study used a technique of random sampling

with 69 respondents. Technique of collecting data using questionnares. All tested quessioners are valid and

reliable. The values of democratic leadership style coefficients are 0,787 and bureaucratic leadership style

give 0,276 value. The results showed the Democratic Leadership Style and Bureaucratic Leadership Style

have positive and significant influence, either partially or simultaneously on Motivation of Teachers Work.

Based on the estimated of multiple regression the result obtained calculation with coefficient determination

(adjusted R2) receive is 0,55,6 (55,6%). It is suggested that the headmaster of SMA Negeri 1 Dolok Batu

Nanggar must remain give a push strong to teachers in achieving its objectives, increase the working spirit,

trigger initiative and creativity, and shed light of understanding that all teachers have a sense of

responsibility.

1 INTRODUCTION

Teachers are become the role models for students.

The spirit of teachers in teaching will give effect to

students’ out comes. Unfortunately, some teachers

have low motivation and cause low performance at

class.

The reason of the low motivation of teachers in

work is expressed by education observer

Mohammad Abduhzen. According to him, many

teachers who do not run the profession based on

their passion. After becoming a teacher, they almost

never tested, trained, and never tried to get adequate

information or upgrade their knowledge and

competence, so they have no spirit to teach, and

government should have a program to increase

teachers' motivation.

Indemocratic leadership, a teacher should be

placed as the most important factor in leadership

based on and prioritizes the orientation of

relationships with members of the organization to

achieve the goal of the organization.

In a democratic leadership, a teacher must

always work with other teachers and leaders, either

in making decision or determining the business

strategy of achieving common goals. (Mayan

Ilahisa, 2011). There fore, teachers should be able to

use the style of leadership appropriately so can

directly motivate. The democratic leadership style

run by a teacher in influencing others behavior in

accordance with his wishes is influenced by the

nature of his leadership and basically have different

behavior in leading.

Like wise with bureaucratic leadership style, this

style can be described with the sentence "lead by

rule". Teacher behavior is characterized by the strict

implementation of applicable procedures.

Bureaucratic teachers generally make rigid rules-

based decisions without flexibility. All activities are

almost centered on leader and few people's freedom

to create and act, and even then, should not be

separated from the existing provisions.

It seems that the increasingly complex future

tendencies require education to be able to prepare

students in the face of the real world (Sutrisno,

306

Gultom, A. and Situmorang, B.

Effect of Democratic Leadership Style and Bureaucratic Leadership Style against Teacher Work Motivation in Dolok Batu Naggar State 1 State School.

DOI: 10.5220/0009494703060313

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 306-313

ISBN: 978-989-758-432-9

2005). At school, students need to be reminded of

the expectations they endure, the challenges they

face and the abilities they need to master. However,

any improvement efforts undertaken to improve the

quality of education will not contribute significantly

without the support of qualified teachers (Mulyasa,

2007).

Low public recognition of teachers’ work

motivation has reached the worst point, it is

characterized by the following phenomena:

1. There is a partial view of the public, that anyone

can be a teacher if they just only knowledge able.

2. Lack number of teachers in remote areas,

providing an opportunity to appoint someone

who does not have adequate skills to become a

teacher.

3. Many teachers who have not appreciated the

profession. Feelings of inferiority due tobe a

teacher, a misuse of the profession for his

personal satisfaction and self-interest, so that the

authority of the teacher is declining.

Various studies and research results as cited by

Mulyasa (2007) among others put forward as

follows:

1. Murphy (2002) states that success of school

renewal is largely determined by teacher,

because teacher is learning leader, facilitator and

the center of learning initiativ eat the same time.

Therefore, teachers should always develop

themselves independently and do not depend on

the principal's initiative and supervisor.

2. Supriadi (2004) revealed the quality of education

that assessed from the learning achievement of

learners is determined by the teacher, which is

34% in developing countries and 36% in

industrialized countries.

3. Jalal and Mustafa (2008) conclude that teacher

component greatly influences the quality of

teachers through: (1) providing more time for

learners, (2) more intensive/frequent interaction

with students, (3) high responsibility of teaching

of the teacher. Because of that, quality of the

school is very dependent on the role and function

of teachers.

This is also supported by the results of research

conducted by Norma Rosalia Dian P about the

relationship between democratic leadership style

with teacher work motivation in SMK Negeri 1

Juwiring. Teacher’s work motivation is a process

where by an educator carries out activities that aim

to achieve certain goals related to the process of

teaching and learning activities, where the need can

cause the impetus to work. One of the factors that

influence work motivation is democratic leadership

style. The proposed hypothesis was there wasa

positive relationship between democratic leadership

style and teachers’ work motivation in SMK N 1

Juwiring. The opulation of this research is all

teachers of SMK Negeri 1 Juwiring. Sampling

technique used in this study is the population study.

Data collection in this study wasusing a

psychological measurement tool that is the scale of

democratic leadership style and work motivation

scale. A product moment correlation used for data

analysis.

The conclusions in this research are: (1) There

was a positive relationship between democratic

leadership style and work motivation. This is

indicated by the result rxy = 0.378 with sig. = 0.001

(p ≤ 0.01). (2) Category of democratic leadership

style was high, with Mean of Empirical(ME) =

114.75 and Mean of Hypothetical (µ) = 87.5. (3) The

category of work motivation was high, with Mean of

Empirical (ME) = 59.20 and Mean of Hypothetical

(µ) = 45. (4) the effective contribution of democratic

leadership style to work motivation was 0.143 or

14.3%. This means that there was still 85.7% of

some other variables, in addition to the democratic

leadership style variables that affect teacher work

motivation.

For instance, Imam (2009) conducted a research

about the influence of democratic leadership style

and bureaucratic leadership style to the motivation

of teachers of SMA Negeri in Tanjung Pinang. This

study aimed to explore the influence of democratic

leadership style (X1) and bureaucratic leadership

style (X2) on teacher work motivation (Y) simple

regression and multiple regression at SMA Negeri in

Tanjungpinang City. In this research the hypothesis

tested were: (1) there was positive influence between

democratic leadership (X1) with teacher work

motivation (Y), (2) there was positive influence

between bureaucratic leadership style (X2) to

teacher work motivation (Y), (3) there was a positive

influence between the democratic leadership style

(X1) and bureaucratic leadership style (X2)

simultaneously on teacher work motivation (Y).

This research is quantitative explanative that

trying to explain the factors that cause a

phenomenon by using data in the form of data that

was suspected. The population of this research was

225 (two hundred and twenty five) teachers of State

Junior High School Tanjungpinang year 2008 and 75

(seventeen five) teacher as sample with stratified

random. The research instrument used for each

variable was a questionnaire containing questions /

statements answered by respondents. Before the

submission in the experiment, the experimental

study was conducted to determine the validity and

reliability as well as analysis of the items.

The result of research shows: Firstly, this

research found that there was positive influence

between democratic leadership style (X1) on teacher

work motivation (Y) where from the calculation of

Effect of Democratic Leadership Style and Bureaucratic Leadership Style against Teacher Work Motivation in Dolok Batu Naggar State 1

State School

307

individual test obtained value Py1 = 0.305 means

probability value Py1 = 0.305>.005 at level a = .05.

Second, along with the findings, also found positive

influence between bureaucratic leadership style (X2)

on teacher work motivation (Y) based on individual

test calculation obtained value Py2 = 0.4406 mean

probability value Py2 = 0.4406>0.05 at level a =

0.05. Third, the study found a positive influence

between democratic leadership style (X1) and

bureaucratic leadership style (X2) simultaneously on

teacher work motivation (Y) expressed in terms of

regression equation Y = 47.065 + 0.342 X1 +

0.141X2.

According to the results of the research, there are

at least seven indicators that indicate the weakness

of teacher's work motivation in carrying out their

main task (teaching) they are: (1) Low

understanding of learning strategy; (2) Lack of

proficiency in classroom management; (3)

Insufficient ability to conduct and utilize Classroom

Action Research; (4) Low achievement motivation;

(5) Lack of discipline; (6) Low professional

commitment and (7) Low time management

capability.

Similarly, what happened in SMA Negeri 1

Dolok Batu Naggar resulted in low teacher

performance among others is caused by: 1) There

are still many teachers who do not pursue the

profession as a whole. This are the cause of by some

teachers who learn outside working hours to meet

the needs of everyday life, so they do not have the

opportunity to improve themselves, like read, write

and learnt from book or internet. 2) The absence of

professional standards of teachers as demands in

developed countries. 3) some private university that

produced haphazard teacher, or unprepared, without

considering their output in the field, causing many

teachers who are not obedient to their professional

ethics. 4) Lack of teachers’ motivation in improving

quality because teachers are not required to research

as applied to lecturers in universities.

Based on these conditions, there are at least two

categories of competencies that the teachers should

have, namely:

1. Professional competence is the ability to

design, implement and assess the task as a

teacher, which includes mastery of science

and technology education.

2. Personal competence that includes ethics,

morals, devotion, social and spiritual ability.

To be professional, a teacher is required to have

at least five things as follows:

1. Having a commitment to learners and

learning process.

2. Mastering in-depth the materials/subjects

taught and how to teach it to learners.

3. Responsible fthe learning outcomes of

learners through various ways of evaluation.

4. Beingable to think systematically about what

it does and learn from the experience.

5. Being apart of the learning community in

their professional environment.

Teachers as one component in teaching and

learning activities (KBM), has a very decisive

position on the success of learning. Because the

main function of the teacher is to design, manage,

implement and evaluate learning. In addition, the

position of teachers in teaching and learning

activities is also very strategic and decisive. It is

strategic because the teacher will determine the

depth and breadth of the subject matter, while it is

decisive because the teacher who chooses and sort

the lesson material that will be presented to the

students. One of the factors that influence the

success of the teacher's task is the performance in

planning/designing, implementing and evaluating

the teaching and learning process.

According to Suparlan the function of teachers in

teaching and learning process is as educator, teacher,

mentor, and as coach (Suparlan, 2005).

Teachers must have a good performance so that

their duties and responsibilities can be implemented

properly. Performance is a visible attainment or

achieved performance (Badudu, 2006). In order to

produce a good performance, a teacher must have

the ability, willingness, and effort in teaching and

learning process that includes planning, organizing,

implementation, and evaluation of learning

outcomes. Teachers’ performance related to work

motivation, performance and productivity.

SMA Negeri 1 Dolok Batu Nanggar is an

educational institution that struggles to educate the

children in nationto succeed the national

development goals of Indonesia. With a democratic

leadership style and bureaucratic leadership that is

still low resulted in teacher’work motivation needs

to be considered. Democratic and bureaucratic

leadership is the style or type of leadership of a

person who try to place human beings as the main

and most important factor in improving teachers’

performance and solving various problems that

occur in a bureaucracy in certain situations.

2 RESEARCH METHODS

The nature of this research is explanatory research.

This research will prove the causal relationship

between democratic leadership style and

bureaucratic leadership (independent variable) to the

teachers’ work motivation (dependent variable).

This research is also a correlational researchthat

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

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seeks to see whether between two or more variables

have a relationship or not, and how big the

relationship is and how the direction of the

relationship (Yasa, 2006). Explanatory research is

used to develop and refine existing theories so that it

has the credibility to measure and test the causal

relationships of two or more variables using

statistical analysis tools.

This study was conducted using a survey

research as a research method. Survey research is a

method of collecting primary data conducted based

on the interviews on respondents. Survey research

collects samples from a population using data

collection tools aimed at generating a thorough

conclusion of a population. This research was

conducted in SMA Negeri 1 Dolok Batu Naggar,

Simalungun Regency, in academic year of

2017/2018.

The population in this study is all teachers who

teach in SMA Negeri 1 Dolok Batu Nanggar (69

respondents). With this number of teachers, the

entire population is sampled (respondents).

Therefore, this research will use the census method.

Data collection techniques were conducted by direct

interviews, a list of questions given to teachers who

became respondents and documentation studies.

This study used 2 (two) types of data, namely:

Primary data and secondary data.

3 FINDINGS AND DISCUSSIONS

Characteristics of respondents as follows:

Table 1: Based on Age

No. Age

(years)

Freque

ncy

Percenta

ge (%)

< 30 5 7

31 – 35 11 16

36 – 40 5 7

41 – 45 17 25

>46 31 45

Total 69 100

Source: Research Data processed in April2018.

Table 2: Based on Gender

No. Gender Frequency Percentage

(%)

Male 43 67

Female 23 33

Total 69 100

Source: Research Data processed in April 2018

Table 3: Based on Group

No. Group Frequency Percentage

(%)

1. III-B 4 6

2. III-C 8 12

3. III-D 15 22

4. IV-A 37 54

5. IV-B 5 7

Total 69 100

Source: Research Data processed in April 2018

Table 4: Based on Education

No. Education Level Frequency Percentage

(%)

1 D3 24 35

2 S1 43 62

3 S2 2 3

Total 69 100

Source: Research Data processed in April 2018

Table 5: Based on Length of work

No.

Length of

work (years)

Frequency

Percentage

(%)

1 0 – 5 5 7

2 6 – 10 11 16

3 11 – 15 5 7

4 16 – 20 17 25

5 > 20 31 45

Total 69 100

Source: Research Data processed in April 2018

Respondents' explanation on the Variable of

Teacher’s Motivation

Percentage of respondents' answers to teachers’

work motivation variable about the question of

encouragement to achieve the goal 4% answered

strongly disagree, 13% answered less agree, 38%

answered not know, 26% answered agree and 22%

answered strongly agree. The lack of aims of the

respondents due to the teacher is less trying to

achieve the goals that have been set.

The answer to the statement of work morale; 7%

answered strongly disagree, 17% answered less

agree, 38% answered did not know, 22% answered

agree and 16% answered strongly agree. The lack of

a goal occurs because the teacher does not give

morale to fellow teachers.

The next statement is about initiative and

creativity; 1% answered strongly disagree, 23%

answered less agree, 42% answered did not know,

20% answered agreed and 13% answered strongly

agree. As for one person who states strongly

disagree because the teacher gives less opportunity

to create initiative and creativity during the learning

process.

The last statement is about responsibility, 10%

answered strongly disagree, 9% answered less agree,

30% answered did not know, 29% answered agree

and 22% answered strongly agree. The lack of a goal

Effect of Democratic Leadership Style and Bureaucratic Leadership Style against Teacher Work Motivation in Dolok Batu Naggar State 1

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309

occurs because the teachers lack a sense of

responsibility in carrying out its duties.

Respondents' Explanation on The variable of

Democratic Leadership Style.

Percentage of respondents' answers to the variables

of democratic leadership style. In responding to the

statement of believing to the others, 4% answered

strongly disagree, 14% answered less agree,45%

answered did not know, 20% answered agreed and

16% answered strongly agree. Among the

respondents still stated that teachers do not believe

in running their work.

In answer to the statement of prioritizing

common interests, 4% answered strongly disagree,

9% answered less agree, 33% answered not know,

30% answered agree and 30% answered strongly

agree. There are still respondents assume that

teachers are less in prioritizing common interests.

In answer to the wise statement, 3% answered

strongly disagree, 16% answered less agree, 43%

answered did not know, 22% answered agree and

16% answered strongly agree. There are still

respondents assumed that teachers have not been

wise in their performance and decision making.

In answer to the statement of success is the result

of work together, 3% answered strongly disagree,

23% answered less agree, 43% answered not know,

19% answered agree and 12% answered strongly

agree. There are still respondents assume that the

success obtained is not the team work result of all

school element.

Respondents’explanation on The Variable of

Bureaucratic Leadership.

Percentage of respondents' answers to bureaucratic

leadership variables. In reply to statements have

many staff, 6% answered strongly disagree, 12%

answered less agree, 42% answered did not know,

25% agreed and 16% answered strongly agree.

Among the respondents still stated that teachers have

not been able to work optimally.

In answer to the statement of structured

organization, 10% answered strongly disagree, 17%

answered less agree, 36% answered do not know,

23% agreed and 13% answered strongly agree.

There are still respondents assumed that the teacher

has not been able to create regular organizational

levels and neatly arranged both from the form and

division of labor.

In answer to statements having the ordinances,

1% answered strongly disagree, 25% answered less

agree, 43% answered did not know, 20% answered

agreed and 10% answered strongly agree. There are

still respondents assumed that the teacher is not

guided by the rules in regulating the procedures of

bureaucracy implementation either inside or outside.

In answer to the statement understand the rules,

6% answered strongly disagree, 9% answered less

agree, 36% answered do not know, 29% answered

agree and 20% answered strongly agree. There are

still respondents assumed teachers have not directed

and run all the duties, yet understood and

implemented the rules or tasks as well.

In answer to the statement of owning a

communication line, 10% answered strongly

disagree, 16% answered less agree, 36% answered

do not know, 23% agreed and 14% answered

strongly agree. There are still respondents assumed

that teachers have not been able to establish a formal

communication line either inside or outside.

Test of Data Validity

The result of validity test on teachers’ work

motivation variable (Y), democratic leadership style

(X1) and bureaucratic leadership (X2) found that

corrected item-total correlation (r count) greater than

r table (0,423) for all instrument of proposed

statement in the study. This means that all

statements used are valid and can be used in this

research.

Test of Data Reliability

The result of Cronbach's Alpha value is higher than

the required value. This, it can be concluded that all

the variables used can be trusted (reliable).

Test of Data Normality

The results of normality data testing can be seen

below.

Table 6: Test Data Normality Using Kolmogorov-

Smirnov Test One-Sample Kolmogorov-Smirnov

Test

Teachers’

Work

Motivation

N 69

Normal

Parameters

Mean 21.9275

Std.Deviation 3.51182

Most Extreme

Differences

Absolute .129

Positive .129

Negative -.088

Kolmogorov-Smirnov Z 1.069

Asymp. Sig. (2-tailed) .203

Test distribution is Normal

Source: Research Data April 2018, processed.

Data Multicolinality Test

Table 7: The test results are done: Multicolinearity

test of Multiple Regression Equations

Model

Collinearity

Statistic

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310

Tolerance VIF

1 (Constant)

Democratic Leadership

Style

0.499 2.005

Bureaucratic Leadership 0.499 2.005

Source: Research Data April 2018, processed.

Heterocedasticity Test of Multiple Regression

Equations

Figure 1: Heterocedasticity Test with Graph

Source: Research Data April 2018, processed

4 DISCUSSIONS

Simultaneous Testing Results

Tests of independent variables together with

dependent variables are done by F test using a 95%

confidence level or a 5% error rate.

Results of data processing:

Table 8: Simultaneous Testing Results (F Test)

ANOVA

Model Sum of

Squares f

Mean

Square

F Sig

1 Regres

sion

477.381 238.690 43.608

Residu

361.257

5.474

otal

838.638 68

a. Predictors: (Constant), Democratic Leadership Style and

Bureaucratic Leadership

b. Dependent Variable: Teacher work motivation.

Source: Research Data April 2018, processed

From the data processing obtained Fcount value of

43.608 with 0.000 significance. The 0.000 signature

is smaller than the α of 5%.

This, both the independent variables (Democratic

Leadership Style and Bureaucratic Leadership)

influence significantly on the dependent variable

(Teacher Work Motivation). Combination of

democratic leadership styles and bureaucratic

leadership is inseparable in influencing teacher work

motivation. Realization of each style of leadership

is inseparable from the ever-changing influence of

conditions. This means that application of each style

of leadership depends on teacher's ability to analyze

and capitalize onchanging circumstances.

Results of the estimation of data collected have

shown results in accordance with existing theories,

in which style of democratic leadership and

bureaucratic leadership jointly affect motivation of

teachers in SMA Negeri 1 Dolok Batu Nanggar.

Results of this estimate should also be shown with

similarities to the facts. The values contained in

theory, it should be, are also seen in realities.

Every teacher who is a respondent in this

research is aware of the importance of democratic

leadership styles and bureaucratic leadership in

enhancing their work motivation. Such awareness is

put forth in the given list of contents and estimation

results have shown it. This, the teachers who exist

and work in SMA Negeri 1 Dolok Batu Nanggar

should follow results of data estimation conducted

by applying these results on the daily work so that

motivation of teachers in SMA Negeri 1 Dolok Batu

Nanggar will continue to increase every time if both

-two free variables (democratic leadership style and

bureau-cratic leadership) are executed as they should

be.

The joint strengthening between the democratic

leadership style and bureaucratic leadership will be

excellent for sustaining the continuing improvement

of teacher work motivation. Continuous

development of teacher work motivation will be

greatly influenced by both variables (Democratic

Leadership Style and Bureaucratic Leadership). It

has also been demonstrated by relative strength of

diversity that can be explained by both variables

(Democratic Leadership Style and Bureaucratic

Leadership) is on Teacher Work Motivation in SMA

Negeri 1 Dolok Batu Nanggar.

Results of Multiple Regression Estimates

From the previous analysis it has been proved that

equation model proposed in this research has met

requirements of classical assumption so that

equation model in this research is considered good.

Regression analysis is used to test hypothesis

about partial influence of independent variable to

dependent variable.

Regression results indicate that both coefficients

of independent variables have a positive sign. This

means that increase of one or both variables of

democratic leadership style (X1) and bureaucratic

leadership (X2) will increase teacher work

motivation in SMA Negeri 1 Dolok Batu Nanggar or

reverse. From independent variables used,

Effect of Democratic Leadership Style and Bureaucratic Leadership Style against Teacher Work Motivation in Dolok Batu Naggar State 1

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311

democratic leadership style variables have a more

dominant influence thanprincipal bureaucratic

leadership variables. This can be seen

frommagnitude of coefficient and its t-count results.

Coefficient of Determination Value

From the result of data processing, coefficient of

determination Adjusted (R2) is 0.556 (55.6%) so it

can be shown that 55.6% diversity of teacher work

motivation variable can be explained by free

variable of democratic leadership style (X1) and

bureaucratic leadership style (X2) While the

remaining 44.4% influenced by other variables

outside the model, such as salaries, facilities and

others.

Partial Test Results

The partial free variable test of dependent variable is

done by t test using 95% confidence level or 5%

error rate.

Test results are:

1. Democratic Leadership Style. From data

processing known regression equation

formed is: Y = 2,955 + 0,787 X1. Means

style of democratic leadership has a positive

and significant influence in improving

teacher work motivation in SMA Negeri 1

Dolok Batu Nanggar AY. 2017/2018.

2. Bureaucratic Leadership Style. Fromdata

processing known regression equation

formed is: Y = 2,955 + 0,276 X2. Means,

bureaucratic leadership style has a positive

and significant influence in improving

teacher work motivation in SMA Negeri 1

Dolok Batu Nanggar AY. 2017/2018.

3. Simultaneous Test. Fromdata processing

known regression equation formed is: Y =

2,955 + 0,787 X1 + 0,276 X2. Means style

of democratic leadership and bureaucratic

leadership style both have a positive and

significant influence on teacher work

motivation in SMA Negeri 1 Dolok Batu

Nanggar AY. 2017/2018.

Count value for each variable. From democratic

leadership style variable, it is seen that the t count

value is 5.003 with the significance of 0.000. Level

of significance level 0.000 less than 0.05. This

means that variable of democratic leadership style

significantly affects teacher work motivation.

Bureaucratic leadership variable has its count of

2.027 with significance of 0.047. The level of

significance level of 0.047 is smaller than 0.05. This

means that bureaucratic leadership variables

significantly influence teacher work motivation.

This, partially, it can be concluded that the two

independent variables (Democratic Leadership Style

and Bureaucratic Leadership) significantly influence

the dependent variable.

The Democratic Leadership style of a teacher is a

way of leading that will affect achievement of the

established goals. Formulation of democratic

leadership style SMA Negeri 1 Dolok Batu Nanggar

shows, an organization there are people who can

influence, direct, guide and some people who have

activities to influence the behavior of others to

follow what they want. Therefore, democratic

leadership style of SMA Negeri 1 Dolok Batu

Nanggar can be understood as an ability to

influencecooperation within group to achieve goal.

Bureaucratic leadership style is a style of

leadership that emphasizes compliance with rules

that exist within organization, as characteristics

inherent inclassical bureaucracy. This leadership

style is still widely encountered at this time and

more shacklecreativity of a leader in achieving

results, because more limited by bureaucratic rules.

In addition to that, conceptually, leadership

emphasizes more on changes in subordinate

behavior. In this case, it is more related to the

problem of affecting a person so that his goal is

achieved.

Democratic style is a more effective leadership

style compared to other leadership styles, autocracy

and out of control. Reason, because style of

democratic leadership involves subordinates in

decision-making. Bureaucratic leaders work "by the

rules", ensuring their staff follow procedures

appropriately. This is a very appropriate style of

engaging serious security risks.

Through this research, it has been tested together

and partially, it can be said that free variable,

democratic leadership style (X1) and bureaucratic

leadership (X2), have significant influence on

dependent variable, teacher work motivation. This, if

there is an increase in democratic leadership style

(X1) and / or bureaucratic leadership (X2) it will

increase teacher work motivation in SMA Negeri 1

Dolok Batu Nanggar.

5 CONCLUSIONS

Based on the results of testing and discussion of

research data, there is a positive and significant

influence betweenstyle of democratic leadership and

bureaucratic leadership style of teacher work

motivation in SMA Negeri 1 Dolok Batu Nanggar

AY. 2017/2018. Overall, democratic leadership style

variables and bureaucratic leadership style can

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312

explain the effect on teacher work motivation by

55.6%, while 44.4% influenced by other factors such

as salary, facilities provided and others.

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E. Mulyasa. (2004). School Based Management. Bandung:

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Rosdakarya.

Mulyasa, E. (2007). Becoming a Professional Teacher

Speaks Creative and Joyful Learning. Bandung:

Rosdakarya.

Suparlan. (2005). Management and Leadership of Islamic

Education. Bandung: Refika Aditama.

Sutrisno Hadi. (2005). Regression Analysis. Yogyakarta:

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