The Impact of Women’s Leadership Style on Teacher Performance: The Mediating Role of Job Satisfaction in Junior High Schools

Abstract

Leadership in education plays a crucial role in enhancing teacher performance, which ultimately impacts the effectiveness of the learning process. This research analyzes the influence of women’s leadership on teacher performance in Junior High Schools in Klari District, Karawang, with job satisfaction as a mediating variable. This quantitative research investigates the influence of women's leadership on teacher performance in junior high schools in Klari District, Karawang, with job satisfaction as a mediating variable. A total of 103 respondents, comprising teachers led by female school principals, participated in the survey. Data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS), which is suitable for small sample sizes and complex variable relationships. The findings indicate that women's leadership significantly influences job satisfaction (β = 0.679, p < 0.001) and directly affects teacher performance (β = 0.387, p = 0.012). Furthermore, job satisfaction has a significant impact on performance (β = 0.505, p = 0.001) and mediates the relationship between leadership and performance (β = 0.343, p = 0.003). These results highlight the importance of democratic, communicative, and supportive leadership styles in fostering a positive work environment and improving teacher outcomes. The research recommends increasing the representation of women in educational leadership and implementing supportive policies to enhance teacher well-being and performance.