TEACHERS' LEADERSHIP STYLE AND STUDENTS' LEARNING MOTIVATION IN JUNIOR HIGH SCHOOLS

Abstract
Teachers' leadership style is a critical determinant of instructional
effectiveness, particularly in English as a Foreign Language (EFL)
contexts where student engagement is essential. This study aims to
identify the dominant leadership styles applied by English teachers and
to evaluate the level and characteristics of students' learning motivation
in junior high schools on Bangka Island. Employing a quantitative
survey design, data were collected from 20 English teachers and 20
seventh-grade
students.
The
Leader
Behavior
Description
Questionnaire (LBDQ) and a multi-dimensional motivation scale were
utilized. Data analysis involved descriptive statistics and mapping into
the Ohio State leadership quadrants. Findings reveal that teachers
predominantly exhibit a "High Initiating Structure and High
Consideration" style (Quadrant III), indicating an effective balance
between task-oriented and relationship-oriented behaviors. Students'
motivation was generally high, driven by strong internal factors such as
sense of agency (84%) and need for action (76%). However, external
support from "significant others" showed significant variability. The
study suggests that teacher leadership is not a fixed trait but a
situational capability to synchronize instructional structure with
students' psychological needs, thereby fostering an optimal EFL
learning environment.
Keywords: Teacher leadership style, Learning motivation, English
Foreign Language (EFL), Ohio State Model, Junior high school