Kepemimpinan Supportive dan Authentic di Sekolah: Tinjauan Literatur terhadap Pengaruhnya dalam Lingkungan Pendidikan

Asbandi Asbandi; Rina Darmayanti; Nellitawati Nellitawati; Hadiyanto Hadiyanto; Hanif Al Kadri

doi:10.24036/jbmp.v14i1.135262

Kepemimpinan Supportive dan Authentic di Sekolah: Tinjauan Literatur terhadap Pengaruhnya dalam Lingkungan Pendidikan

Asbandi Asbandi⁽¹⁾, Rina Darmayanti⁽²⁾, Nellitawati Nellitawati⁽³⁾, Hadiyanto Hadiyanto⁽⁴⁾, Hanif Al Kadri⁽⁵⁾,
(1) Administrasi Pendidikan, Universitas Negeri Padang

Indonesia
(2) Administrasi Pendidikan, Universitas Negeri Padang

Indonesia
(3) Administrasi Pendidikan, Universitas Negeri Padang

Indonesia
(4) Administrasi Pendidikan, Universitas Negeri Padang

Indonesia
(5) Administrasi Pendidikan, Universitas Negeri Padang

Indonesia

Corresponding Author

DOI : https://doi.org/10.24036/jbmp.v14i1.135262

Full Text:

Language : en

Abstract

Penelitian ini merupakan tinjauan literatur yang bertujuan untuk mengkaji pengaruh kepemimpinan supportive dan authentic dalam konteks lingkungan pendidikan di sekolah. Berbagai studi dari negara-negara seperti Israel, Pakistan, Tiongkok, Malaysia, hingga Kuwait menunjukkan bahwa kedua pendekatan kepemimpinan ini berkontribusi positif terhadap aspek-aspek penting dalam ekosistem sekolah, termasuk keterlibatan kerja guru, komitmen organisasi, kepuasan kerja, pemberdayaan psikologis, dan pengelolaan stres. Kepemimpinan authentic ditandai dengan kejujuran, integritas, kesadaran diri, serta komitmen moral yang kuat, sedangkan kepemimpinan supportive lebih menekankan pada dukungan emosional dan penguatan hubungan antarpribadi. Hasil tinjauan ini menunjukkan bahwa kombinasi kedua gaya kepemimpinan tersebut dapat menciptakan lingkungan sekolah yang produktif, kolaboratif, dan berkelanjutan, serta meningkatkan efektivitas pembelajaran dan kesejahteraan guru

Keywords

Kepemimpinan supportive; kepemimpinan authentic; lingkungan pendidikan; keterlibatan guru; kesejahteraan guru; efektivitas sekolah.

References

Ahmed, S. (2024). Authentic Leadership and Educational Outcomes: A Bibliometric Review.

Shao, Z., et al. (2025). Authentic Leadership and Teacher Engagement in Shandong, China.

Muti Ullah Khan, & Asif Jamil. (2023). Authentic Leadership and Organizational Commitment in Public and Private Schools.

Alazmi, A., & Al-Mahdy, Y. (2022). Authentic Leadership and Teacher Engagement in Kuwaiti Educational Reform.

Zhang, X., et al. (2024). Psychological Empowerment and Knowledge Sharing among Teachers in Mainland China.

Aria, M. (2019). Authentic Leadership and Teacher Retention in Tehran.

Ismail, R. (2019). Authentic Leadership and Work Stress among Teachers in East Peninsular Malaysia.

Ahmed, E. I. (2024). A systematic review of authentic leadership literature in educational research from 1997 to 2021. Educational Management Administration & Leadership, 52(6), 1276–1314. https://doi.org/10.1177/17411432221120467

Alazmi, A. A., & Al-Mahdy, Y. F. H. (2022). Principal authentic leadership and teacher engagement in Kuwait’s educational reform context. Educational Management Administration & Leadership, 50(3), 392–412. https://doi.org/10.1177/1741143220957339

Aria, A. J. P. B. M. (2019). Authentic Leadership and Teachers’ Intention to Stay: The Mediating Role of Perceived Organizational Support and Psychological Capital. ERIC, 9, 67–81.

Ismail, S. N. A. A. S. A. A. G. K. (2019). The Effect of School Leaders’ Authentic Leadership on Teachers’ Job Stress in the Eastern Part of Peninsular Malaysia. ERIC, 12, 67–80.

Muti Ullah Khan, & Asif Jamil. (2023). Comparative Study of the Impact of Authentic Leadership on Organizational Commitment of Public and Private Secondary School Teachers. Open Access Organization and Management Review, 2(1), 36–44. https://doi.org/10.59644/oagmr.2(1).51

Quraishi, U., & Aziz, F. (2018). An investigation of authentic leadership and teachers’ organizational citizenship behavior in secondary schools of Pakistan. Cogent Education, 5(1), 1437670. https://doi.org/10.1080/2331186X.2018.1437670

Shao, Y., Jiang, W., Wang, N., Zhang, C., & Zhang, L. (2025). The impact of authentic leadership on the work engagement of primary and secondary school teachers: The serial mediation role of school climate and teacher efficacy. PLOS One, 20(5), e0320839. https://doi.org/10.1371/journal.pone.0320839

Shapira-Lishchinsky, O., & Levy-Gazenfrantz, T. (2015). Authentic leadership strategies in support of mentoring processes. School Leadership & Management, 35(2), 183–201. https://doi.org/10.1080/13632434.2014.992777

Wilson, M. (2014). Critical reflection on authentic leadership and school leader development from a virtue ethical perspective. Educational Review, 66(4), 482–496. https://doi.org/10.1080/00131911.2013.812062

Zhang, S., Long, R., & Bowers, A. J. (2024). Supporting teacher knowledge sharing in China: The effect of principal authentic leadership, teacher psychological empowerment and interactional justice. Educational Management Administration & Leadership, 52(5), 1252–1270. https://doi.org/10.1177/17411432221120330