The Influence of the Visionary Leadership Style of the Principal on Teacher Performance at SMK Negeri 1 Doloksanggul

Abstract

Effective school leadership is widely recognized as a key determinant of teacher performance and overall educational quality. Visionary leadership, defined by the articulation of a clear mission, strategic alignment of goals, and the capacity to inspire collective commitment, has been identified in leadership studies as especially critical in fostering organizational coherence and professional growth. This study examines the influence of the principal’s visionary leadership style on teacher performance at SMK Negeri 1 Doloksanggul, a vocational secondary school in North Sumatra, Indonesia, during the 2024/2025 academic year. Employing a quantitative approach with an inferential statistical design, the research utilized a full-population survey of 56 teachers. Data were collected using validated questionnaires measuring dimensions of visionary leadership (clarity of vision, communication, adaptability, and inspiration) and teacher performance (instructional competence, classroom management, professional responsibility, and participation in school programs). Assumption tests confirmed normality and linearity, enabling the application of correlation and regression analyses. Results revealed a moderate positive correlation (r = 0.549) between visionary leadership and teacher performance, with regression analysis producing the predictive model Y = 38.685 + 0.710X. The regression slope indicated that a one-unit increase in visionary leadership was associated with a 0.71-point improvement in teacher performance, while the coefficient of determination (R² = 0.301) showed that 30.1% of the variance in teacher performance was explained by the principal’s leadership style. The findings affirm the significance of visionary leadership in shaping teacher professionalism, while also highlighting the need for holistic strategies that combine leadership with teacher development and institutional support.