The Influence of Innovative School Leadership Practices and Teacher Professional Development on The Quality of Learning in Public Senior High Schools in Padang City
Abstract
This study aimed to examine the relationships of innovative school leadership practices and teacher professional development with teacher-reported learning quality in public senior high schools in Padang City, Indonesia. A quantitative cross-sectional survey design was employed involving civil-servant (Aparatur Sipil Negara/ASN) teachers from 17 public senior high schools, with 273 respondents selected from a population of 855 teachers through proportionate stratified random sampling. Data were collected using validated five-point Likert-scale questionnaires, summarized using the Respondent Achievement Level (TCR), and analyzed through multiple linear regression. The results showed that learning quality (TCR = 90.90%), innovative school leadership practices (TCR = 91.59%), and teacher professional development (TCR = 89.28%) were all categorized as Very Good. Innovative school leadership practices (β = .343, t = 6.381, p < .001) and teacher professional development (β = .351, t = 6.537, p < .001) were significant positive predictors of teacher-reported learning quality. Collectively, both predictors explained 33.4% of the variance in learning quality (R² = .334, F = 67.562, p < .001), leaving 66.6% attributable to factors outside the model. These findings suggest that strengthening innovative leadership, particularly teacher involvement in decision-making, and sustained professional development, including classroom action research, may support perceived learning quality. However, because the study relied on cross-sectional, same-source self-reports, the findings should be interpreted as predictive rather than causal. Future research should employ longitudinal, multilevel, and multi-source designs to identify additional school- and teacher-level determinants.
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