Efforts to Improve Educator Performance Through Women's Leadership and Work Motivation

Abstract

Currently, leadership in business, government, and education is increasingly diverse, with many women assuming leadership roles, including in education. Despite this progress, societal perceptions still question women's leadership abilities, often stereotyping them as weak and emotional, contrasting with the perceived rationality and assertiveness of men. This study investigates the impact of female leadership and work motivation on the performance of teaching staff at MTs N Samarinda, using quantitative methods. Data was collected through a questionnaire completed by 63 educators. The analysis included Descriptive Statistical Tests, Instrument Validity Tests using r count and r table, and Reliability Tests using Cronbach's Alpha. Analytical techniques such as Classic Assumption Tests, Multiple Linear Regression Analysis, Partial Tests, Simultaneous Tests, and Determination Tests were applied. Findings indicate that Women's Leadership does not significantly affect Educator Performance, contrary to the hypothesis, whereas Work Motivation significantly enhances it, aligning with expectations. Additionally, the combined influence of Women's Leadership and Work Motivation significantly improves Educator Performance. Conclusions drawn from this study are: 1) Women's Leadership has an insignificant negative effect on Educator Performance. 2) Work Motivation has a significant positive effect on Educator Performance. 3) Women's Leadership combined with Work Motivation has a significant positive effect on Educator Performance.