Dataset Models of Teacher Productivity in Seventh-Day Adventist Foundation High Schools

This research explores the relationships between transformational leadership, organizational climate, empowerment, and work motivation, and their impacts on teacher productivity in Seventh-Day Adventist Foundation high schools across North Sulawesi Province. The hypothesis posits significant direct and mediated effects among these variables. Data were collected from 117 teachers using validated Likert-scale questionnaires, with scores categorized into eight frequency intervals for each variable. The results indicate that organizational climate, empowerment, and work motivation significantly enhance teacher productivity, while transformational leadership does not have a direct effect. Moreover, work motivation does not significantly mediate the relationships between the other variables and productivity. The regression model explains 61.1% of the variance in teacher productivity, supported by statistical tests confirming data normality, homoscedasticity, and the absence of multicollinearity. These findings emphasize the importance of fostering a positive organizational climate and empowerment programs, while leadership training should prioritize practices that directly influence productivity. The data and results provide actionable insights for educators, administrators, and policymakers aiming to improve teacher effectiveness and educational outcomes.

本研究深入探讨了转型领导力、组织氛围、赋权与工作动机之间的关系，及其对北苏拉威西省第七日安息日学校教师生产力的影响。假设提出了这些变量之间显著的直接与间接效应。数据收集自117位教师，采用经过验证的李克特量表问卷，每个变量的得分被划分为八个频率区间。研究结果表明，组织氛围、赋权与工作动机显著提升了教师生产力，而转型领导力则未产生直接效应。此外，工作动机并未在其它变量与生产力之间建立显著的调节作用。回归模型解释了教师生产力61.1%的方差，统计测试确认了数据的正态性、同方差性以及无多重共线性。这些发现强调了培育积极组织氛围与赋权项目的重要性，而领导力培训应优先考虑直接影响生产力的实践。所收集的数据与结果为旨在提升教师效能与教育成果的教育工作者、管理者及政策制定者提供了可操作的洞见。