How Cultural Intelligence-Based Principal Leadership Affects Teacher Task Performance: The Mediating Role of Organizational Culture and School Governance

Abstract

The effective significance of leadership for school organizations focuses on several elements, such as collaboration motivation and educational environment establishment. Therefore, this study aimed to explore the effects of cultural intelligence-based principal leadership (CI-BPL) on organizational culture, school governance, and teacher task performance, accompanied by the analysis of a new empirical model prioritizing the mediation mechanism. A survey-based causal design approach was subsequently implemented by distributing questionnaires to 450 Indonesian teachers in junior high schools. The results of data analysis using structural equation modeling (SEM) found a new empirical model of the influence of CI-BPL on teacher task performance through the mediating mechanism of organizational culture and school governance. The conclusion is that organizational culture and school governance mediate the effect of CI-BPL on teacher task performance. As an implication, educational practitioners can adopt the model as a strategy to improve teacher task performance, while researchers can adapt or modify the model in their future research work.