Kepemimpinan Kepala Sekolah dan Pengembangan Profesional sebagai Prediktor Keterikatan Kerja Guru: Studi pada Sekolah Mitra Eduversal di Indonesia

Ridho Anwar Tumbuan; Sedarmayanti Sedarmayanti; Yuyun Yuniarsih

doi:10.51574/jrip.v6i3.5888

Authors

Ridho Anwar Tumbuan Program Studi Magister Manajemen, Pascasarjana Manajemen, Universitas Sangga Buana YPKP Bandung, Indonesia
Sedarmayanti Sedarmayanti Program Studi Magister Manajemen, Pascasarjana Manajemen, Universitas Sangga Buana YPKP Bandung, Indonesia
Yuyun Yuniarsih Program Studi Magister Manajemen, Pascasarjana Manajemen, Universitas Sangga Buana YPKP Bandung, Indonesia

Keywords:

Keterikatan Kerja Guru, Kepemimpinan Kepala Sekolah, Pengembangan Profesional, Sumber Daya Organisasi

Abstract

Keterikatan kerja guru merupakan aspek penting dalam organisasi pendidikan yang tidak hanya dipengaruhi oleh karakteristik individu, tetapi juga oleh kepemimpinan dan kesempatan pengembangan profesional yang tersedia di sekolah. Pemahaman mengenai hubungan sumber daya organisasi tersebut dengan keterikatan kerja menjadi penting untuk memperkuat dukungan terhadap guru dalam beragam konteks sekolah. Penelitian ini bertujuan untuk menganalisis hubungan kepemimpinan kepala sekolah dan pengembangan profesional dengan keterikatan kerja guru pada sekolah mitra Eduversal di Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan desain potong lintang (cross-sectional), berdasarkan data sekunder Staff School Satisfaction Survey tahun ajaran 2025-2026. Data mencakup 250 guru dari 13 sekolah yang tersebar di tujuh provinsi dan dianalisis menggunakan statistik deskriptif, korelasi Pearson, serta regresi linier berganda. Hasil penelitian menunjukkan korelasi positif yang kuat antara kepemimpinan kepala sekolah dan keterikatan kerja (r = 0,806; p < 0,001), serta antara pengembangan profesional dan keterikatan kerja (r = 0,777; p < 0,001). Dalam model regresi, kepemimpinan (β = 0,513; p < 0,001) dan pengembangan profesional (β = 0,370; p < 0,001) merupakan prediktor positif dan signifikan. Kedua variabel secara bersama-sama menjelaskan 70,1% variasi keterikatan kerja guru (R² = 0,701). Penelitian ini memberikan bukti empiris kontekstual dengan menguji kepemimpinan dan pengembangan profesional secara simultan sebagai sumber daya organisasi yang saling melengkapi. Temuan ini menegaskan pentingnya menyelaraskan kepemimpinan sekolah yang suportif dengan kesempatan belajar profesional yang bermakna. Namun, desain potong lintang tidak memungkinkan penarikan kesimpulan kausal, dan generalisasi temuan perlu dibatasi pada konteks sekolah yang diteliti.

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