Negative Effect of Local Politics on Multifactor Leadership of Junior
High School Principals: Empirical Facts from Indonesia
RIDWAN RIDWAN, SUDJARWO SUDJARWO, HASAN HARIRI
Teacher Training and Education Faculty,
Universitas Lampung,
Jalan Soemantri Brodjonegoro No. 1 Bandar Lampung, 35141, Lampung,
INDONESIA
Abstract: - This research focuses on investigating and examining the influence of local politics on the
multifactor leadership of junior high school principals. The method used is a quantitative survey, with the unit
of analysis being principals and teachers as respondents from 15 districts (regencies and cities) in Lampung
Province. The data collection instrument used was the standardized multifactor leadership questionnaire in the
Indonesian version resulting from the translation from English by an expert in the subject and was then
discussed in the Forum Group Discussion to get good readability items. The questionnaire was completed by
393 teachers as respondents in 15 districts. The collected data were examined using the SEM Amos Version 22.
The results show that the score of local political influence on multifactor leadership is -0,333, transformational
is -1,877, transactional is -2,061, and laissez-faire is -,333. The authors conclude that local politics negatively
affects all latent variables and all dimensions of multifactor leadership. This research contributes to human
resource management and leadership in maintaining and developing and mainstreaming effective management
and leadership practices which in this case is multifactor leadership by reducing a disturbing factor: anxiety.
Key-Words: influence, local politics, multifactor leadership, principal
Received: March 5, 2023. Revised: June 26, 2023. Accepted: July 7, 2023. Published: July 14, 2023.
1 Introduction
This article is a sequel to dissertation research that
raises the negative effect of local politics on the
multifactor leadership of junior high school
principals. Quality principals are associated with
teacher performance, teacher achievement, teacher
motivation, and teacher job satisfaction, [1].
Qualified principals are also able to implement at
least six strategies to achieve institutional
achievement: (1) guiding high-performing teachers
and staff; (2) reviewing programs; (3) emphasizing
real-world training;(4) linking principals' work
theories and concepts with performance; (5)
encouraging outstanding teachers to take up school
management positions; and (6) using state facilities
and tools to foster team leadership, [2]. The quality
of education also depends on effective principals
because they are responsible for demonstrating
school effectiveness, [3].
Effective principals act flexibly and tend to apply
more than one leadership style, especially in multi-
ethnic areas such as in Lampung Province, [4], [5],
[6]. The application of multi-style is intended to
involve stakeholders in various aspects so that
program and activity acquisitions occur to make
strategic decisions according to real needs.
Research on principals who apply several styles
at once states that the transformational leadership
style is the best predictor and tends to support the
bigger work contentment of principals. In contrast,
laissez-faire leadership tends to contribute to a
decrease in principals' job satisfaction, [5].
Politics as an entity of life affects various
relationships of daily life and political conduct.
Political conduct is typically marked as work that
has the purpose of controlling government work
either in a straight line by influencing the creation of
public policy applications or indirectly by
controlling the choice of people who create policy,
[7].
Political costs are a problem as persons sacrifice
restricted time, engagement, and resources to devote
themselves to politics, so for most people to most
parts, the psychological cost and inconvenience of
finding political data, processing it, and hiring with
it in some mode is an excuse, substantial expenses
for politics, [8] see also, [9] and oligarchy.
Oligarchy behavior is related to a government
run by people from certain groups including wealth,
family, education, religion, or military groups.
Throughout history, oligarchic behavior has often
been tyrannical and relies on obedience in the form
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of public oppression, [10]. Oligarchy politics affects
relationships which results in people's psychological
conditions in the form of principal anxiety, [11].
Anxiety arises because the elected regional heads
will rearrange the entire bureaucratic apparatus,
including the education sector which causes anxiety
from period to period, [12]. Bureaucratic
rearrangement is often controversial because it
creates upheaval when mutations are not based on
the professionalism of the bureaucracy, including
the transfer of principals which can have
implications for disrupting teaching and learning
activities, [12].
The decline in performance is identical to the
condition of a person entering the Retirement
Preparation Period because, first, they feel that the
opportunity to continue their leadership has
disappeared, and the second phenomenon is that the
principal leaves school for practical political
interests, so many delegated tasks. The formulation
of the issue in this paper is the direct impact of local
politics on multifactor leadership (transformational,
transactional, and laissez-faire).
2 Literature Review
2.1 The Importance of Education for
Indonesia
Education is important because education can form
independent human beings and contribute positively
to the nation and state. Many regulations support the
transformation of education in a better direction.
One such regulation is decentralization.
Decentralization resulting in education reform
was indicated by the transfer of managerial
authority from the prominent nation to regional
management to schools. The transfer of
administrative power desires to enhance the grade of
schooling and has carried out shifts in how regional
administrators practice their educational leadership,
including how local government recruits school
principals. The transformation should guarantee that
the principals recruited can contribute to enhancing
the grade of schools and the quality of schooling,
[13].
Autonomy implies that the local government
becomes the new center but still leaves the same
centralized and bureaucratic attitudes and practices
when dealing with schools, [14]. The transfer of
administrative authority from the center to the
regions requires a responsibility to be able to
demonstrate responsibility in the form of policies
that foster responsible students.
Being responsible means being useful for helping
people achieve goals in every area of life; creating
principles, ethics, behavior, and habits, and helping
people shape their lives. If that person makes a
mistake, that person finds a way to correct it and
that person can be relied on so that they can live in
mutual trust, [15].
2.2 Leadership and School Leadership
The word leadership has nothing to do with a
person's seniority in the institutional hierarchy, has
nothing to do with the title, and has nothing to do
with personal attributes. Leadership is not an
adjective. A person does not need an extroverted
charismatic character to rehearse leadership, and
those who have captivation do not automatically
lead.
Leadership and management are not synonymous
but a leader is also a manager. A leader issues
policies and managers carry out their policies.
Managers need to design, calculate, monitor,
coordinate, solve, employ, fire, and do considerable
other things. Usually, managers manage things.
Leaders led people, [16]. Leadership is the capacity
to translate vision into reality, [17].
As the fundamental link between classrooms,
schools, and a government's schooling approach,
school leaders and leadership have a crucial
function in increasing school-level efficiency and
converting the nationwide schooling approach via
schools, [18].
School administrators operate in dynamic
academic policy contexts to lead change and
connect schools to opportunities in the wider
environment, [19]. Leaders of schools and schools
are positioned as guardians, movers, and socio-
economic changes in the community via schooling.
School managers work in the evolving context of
concurrent and significant life-changing
occurrences. Unfortunately, many contexts are
beyond the authority of principals and determine the
performance of principals, as well as their school
performance, [20].
The external context includes increasing: 1)
global competition in the education system, 2)
social, political, and civil restlessness, 3) numerous
policies and concurrent competition in their
implementation, 4) accountability frameworks,
grade, and sufficiency of infrastructure and
resources, 5) threats and the effect of natural
disasters, and 6) nationwide/ international monetary
tension, [21].
Meanwhile, the internal context of the school
includes demands for 1) the grade and availability of
educators and prospective school managers, 2) the
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grade of instruction and learning, 3) student
behavior, 4) the grade of help from and by parents,
5) the place and measure of the school, the number
of and gender of staff and learner organizations, and
6) level of support/challenge received from school
boards, [22].
School leadership must put its actions into action
to overcome difficulties that require considering and
problem-solving to respond and adapt to change,
[23]. DeVita, [24] states that today's high-demand
climate puts principals in the superheated chair to
enhance instruction and learning to become
scholarly forecasters, instructional and curriculum
managers, review experts, disciplinarians, society
builders, shared connections specialists, funding
analysts, administrators of facilities, exceptional
program administrators, and masterful managers of
legal, collaboration, and approach assignments and
initiatives. Principals are hoping to reconcile the
claims of parents, educators, learners, district office
administrators, state agencies, and often clashing
groups.
2.3 Multifactor Leadership
Multifactor leadership comprises transformational,
transactional, and laissez-faire leadership styles.
2.3.1 Transformational Leadership
Transformational leaders enlighten followers to
accomplish more than wish. Transformational
leadership is presumed to forecast disciples'
passionate affection for the head and disciples'
emotional arousal and triggers as a result of
manager manners, [24].
Transformational leadership concerns robust
individual labels with the leader, merging in a
dream of the tomorrow, and going further in the
dealings of self-interest, [25]. Transformational
leaders broaden and increase follower interest,
develop understanding and approval among
disciples of the group's objectives and tasks and
encourage disciples to push further their self-interest
for the good of the group, [26], [27].
Transformational leaders articulate the vision by
stimulating followers intellectually and paying
engagement to distinctions among followers, [26],
[28]. The transformational leadership effect can be
possessed by leaders in the organization as well as
personally by describing the demand for a shift,
forming a new idea, and rallying commitment to
that vision, leaders can eventually alter the
organization, [29]. Followers of transformational
leaders can be accomplished by expanding their
understanding of the worth of results, constructing
disciples to surpass their self-interest, and adjusting
or growing disciple demands, [30].
2.3.2 Transactional Leadership
Burns, [28] claims that transactional leadership
demands dealing between managers and disciples.
Disciples accept specific results, e.g., wages, and
reputation when they perform to their boss's desires.
Carrying Burns as a starting pinpoint, Bass, [32]
mentions that leadership in a study is typically
conceptualized as a transactional dealings approach.
The transactional leadership idea is established
on the leader-follower affinity established on a
sequence of unspoken deals or bargains between
managers and disciples. The widespread belief is
that when a disciple's assignment and conditions fail
to furnish the required stimulus, guidance, and
delight, the chief, via his conduct, will be practical
by reimbursing for the shortfall. Managers describe
what undertaking measures are desired of
subordinates, and what they accept in return, [24].
2.3.3 Laissez-Faire Leadership
The main characteristics of the leadership style that
applies laissez-faire leadership are the tiniest
communication and aids, fundamentally no
participation, no involvement, contact, and
knowledge of assignment prerequisites, guidelines,
and approaches among workers, [31]. Thus, laissez-
faire is frequently defined as a setup of non-
leadership, [32], [33], [34] because the administrator
has practically no convincing over his followers. In
the laissez-faire leadership style, it is tough to
identify who is the head and who is the disciple,
[34].
The laissez-faire leadership style manifested as
the worst and least practical leadership style,
specifically in issues where the head used non-
interventional and hands-off standard methods to
lead disciples. In addition, in this leadership style,
the operation is out of authority because the primary
attributes can lead to anarchy, a mess, and is
regarded as useless, [31]. The spin-off is a
dysfunctional dispute and lack of attainment as a
further unfavorable result of laissez-faire leadership,
[35].
2.3.4 Oligarchic Political Behavior
The idea of oligarchy is associated with three
prominent scholars of Indonesian politics: Hadiz,
Robison, and Winters. The Winter Oligarchy, [36] is
an Indonesian political approach that underlines the
preference for material resources as a form of
financial and political control. The
conceptualization of oligarchy appeared from the
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power elite and the tradition of elite theory in
politics and sociology, [37], [38], [39].
Electoral politics is a conduit for exercising
power in seeking wealth, and oligarchs can choose
to support, sponsor, or even become a political elite.
But extreme material inequalities inevitably result in
extreme political inequalities, [36]. It does not
require that all individual oligarchs be involved in
politics or hold direct government positions.
Winters contrasts with Robison and Hadiz's
emphasis on the collective system of power
relations in Indonesia and the developing
relationship between the state and the bourgeoisie,
which is a combination of the accumulated wealth
and political power of the New Order, [37].
The material resources of local oligarchs are
almost always much less in absolute terms than
national oligarchs. But they are focused on a
particular place and are equipped with other
resources causing their social and economic
position. It is of theoretical importance for those
seeking to understand the impact of material wealth
on local politics and for explaining how the
combination of power resources held by local
oligarchs contradicts the distribution of much richer
national oligarchic resources partially in that
particular locality in Indonesian politics, [37].
2.3.5 Principal’s Anxiety
Anxiety is a state of restlessness and fear caused by
anticipating something threatening and excessive
and can lead to poor performance, [40]. Anxiety is a
complicated idea concerning one's emotions about
one's capabilities and the conclusion one has to
negotiate with troubles that may result in heightened
anxiety. Heightened worry can provoke pressure in
a person and varies. Most of it comes from feelings
of uncertainty about something harsh and involves
psychological elements. Anxiety can have extremely
harmful effects if a person does not comprehend
how effectively to deal with these feelings. It can
cause such stress that a person's capacity to lead an
everyday life can hardly be compromised, [41].
The principal's anxiety is confirmed and
overshadows the principal the media reports on,
[42]. Replacement and rotation of school principals
by regional heads after the election of new regional
authorities often cause unrest and anxiety, [43].
2.3.6 Humanism Education
Humanistic education is a development of the ideas
of progressivism, liberalism, and democratism.
Humanism is the same as rationalism, liberalism
which was born as a biological child of the
renaissance and has targets and goals. If rationalism
is a project to emphasize the existence of reason and
liberalism is an attempt to open up competitive
competition, then humanism can simply be
understood as an effort to strengthen the human
side, [44]. Humanism believes in human abilities,
desires, intellect, and the appreciation of the
intellectual discipline. Humans can understand
many things rationally through their thinking
according to the laws of mathematics, [45].
Therefore, humanism is Dewey's, [48]
philosophy which has the core of humanizing
human beings. Humanity includes all aspects of
humanity itself, spiritually and physically. With the
development of democratic ideas, humanistic
education has values that are in line with democratic
education. Humanistic education emphasizes the
study of humans as a whole as individuals who
develop throughout their lives.
2.3.7 Behavioristic Education
Behaviorism theory states that learning is a behavior
change. A person is said to learn if he has shown a
behavior change. Learning is the development of the
dealings between trigger and reaction. Stimulus is
what the teacher provides to help students learn.
Meanwhile, the response is the student's response to
the encouragement given by the teacher, [46].
What occurs between the trigger and reaction is
regarded as insignificant because it cannot be
marked and calculated. The mark is only a trigger
and response. So, what is presented by the instructor
(stimulus) and what is created by learners
(response), care must be visible and measurable,
[47]. The teacher can construct reactions by drilling
in a particular way and using the habituation
procedure. The conduct will be more powerful when
given support.
The learning carried out using the theory of
behaviorism views knowledge as something fixed
and unchanging. So, the study is grasping
knowledge while instruction is transmitting
knowledge to the learner. Behaviorism expected that
students have an identical insight into the
understanding of the teacher, [48].
2.4 Framework
Transformational leadership requires creating faith
and confidence in disciples to achieve a
collaborative notion and objectives to grow disciples
to higher tiers and improve capabilities, questioning
disciples to alter the status quo, notice problems in
new modes, and come up with innovative
resolutions, [49]. Transactional leadership demands
describing roles and assignments, rewarding
expected performance, energetically scrutinizing
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variations from benchmarks, and carrying out
corrective action or moderation when the followers
do not meet standards. Laissez-faire is a type of
leadership style that grows to be passive. Leaders
permit others to construct decisions. The leader exits
the decision to the group. Transformational
leadership foresees delight in the leader and
organizational effectiveness more than transactional
or laissez-faire leadership, [50]. This proposition has
obtained practical support from diverse scholars,
[51], [52], [53], [54]. Anxiety is a personal sensation
of agitated mind pressure as a response to the
incapability to cope with a crisis or lack of
protection. These uncertain feelings are generally
unpleasant that will later lead to and accompany
physiological and psychological changes, [55].
3 Method
The author's research was conducted in Lampung
Province and covered 15 districts with a quantitative
survey design. The author used a closed
questionnaire to collect data from junior high school
(SMP Negeri) teachers in Lampung Province,
Indonesia. The questionnaire items are compiled
and distributed electronically with Google forms.
The selection of Google forms includes research
conducted during a pandemic and a homogeneous
population. The data collection instrument used
standardized instruments that researchers have often
used by researchers in the field of study of similar
variables. All items are formerly in English. The
authors received the assistance of an interpreter and
were discussed in the Forum Group Discussion to
get good readability items, [56]-[62]. The authors
determined the sample size based on the study of the
Monte Carlo method for the estimate that states the
minimum sample size required to reduce bias in all
types of SEM estimates is 200 – 400, [63], [64].
4 Results and Discussion
4.1 Results
The total respondents involved were 393 teachers
from 15 districts and cities. The number of
respondents has met the requirements that demand a
sufficient number of respondents in the range of 200
to 400 respondents, [65].
4.1.1 Reliability and Validity Test of the
Instruments
To test the validity and reliability of the instruments,
the authors test for each variable on 140 respondents
in the pilot study outside the respondents for the
main study in the same population. For the
instrument of local political anxiety, the SPSS V.22
test shows that Cronbach's Alpha is 0.957 with a
manifest number of 10 items. Because all anxiety
items are Cronbach's Alpha > 0.05 (0.48 – 0.975);
thus, the anxiety variable is declared reliable.
Furthermore, the Pearson Correlations score per
item is in the range of 0.531-0.956. Correlation is
significant at the 0.01 level (2-tailed) and the 0.05
level (2-tailed) on N= 393.
For the reliability of the instrument of
multifactor leadership, Cronbach's Alpha is 0.922
with a total of 21 items. The overall multifactor
leadership item is Cronbach's Alpha > 0.05 (0.915 -
0.923); thus, the multifactor leadership variable is
declared reliable. For validity, the Pearson
Correlations score per item is in the range of
between 0.513 and 0.779. Correlation is significant
at the 0.01 level (2-tailed) and the 0.05 level (2-
tailed).
4.1.2 Model Fit Test
Here is presented the Goodness of Fit.
Table 1. Goodness of Fit Index
No
The
goodness of
Fit Index
Cut off Value
Parameter
Obtained
1.
CMIN/DF
< 2
1.994
2.
CFI
≥ .90
.916
3.
TLI/NNFI
≥ .90
.908
4.
NFI
≥ .90
.846
5.
RFI
≥ .90
.831
6.
IFI
≥ .90
.917
7.
RMSEA
≤ .08
.050
Source: Data Processed with AMOS 22
Table 1 shows that overall the full model is a Fit
Model. The Goodness of Fit Index can be assessed
based on five criteria, [3],[6]. In this study, there are
seven conditions of Goodness of Fit fulfilled.
4.1.3 Estimate
In the following, the authors present output
tables.
Table 2. Regression Weights
Estimate
S.E.
C.R.
P
MFL
<---
PL
-,333
,106
-3,157
,002
LF
<---
MFL
1,000
TS
<---
MFL
6,184
1,690
3,659
***
TF
<---
MFL
5,631
1,546
3,641
***
Source: Data Processed with AMOS 22
Table 2 shows the significance of the
dimensions. The significance of these dimensions
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can be seen from the critical ratio score (C.R.) of
1.96 and the P-value < of 0.05 and the presence of a
*** sign. So, all dimensions show a significant
value but there is one insignificant manifest, namely
A29.
Table 3. Standardized Regression Weights
Estimate
MFL
<---
LP
-,441
Source: Data Processed with AMOS 22
Table 3 tells that when Local Politics (LP)
increased by 1 standard deviation, MFL fell by .441
standard deviation. Next, the author presents
Standardized Direct Effects.
Table 4. Standardized Direct Effects
LP
MFL
-,441
Source: Data Processed with AMOS 22
Table 4 shows that the standard direct effect of
LP on MFL is -.441. That is, due to the direct effect
of LP on MFL, when P LP increases by one
standard deviation, MFL decreases by .441 standard
deviation. This is in addition to the mediated effect
that LPs may have on MFL. The following is a
Table of Standardized Indirect Effects.
Table 5. Standardized Indirect Effects
LP
TF
-,432
TS
-,420
LF
-,081
Source: Data Processed with AMOS 22
Table 5 shows that the standard unmediated
effect of LP on TF is -.432. That is, due to the
unmediated effect of LP on TF, when PL increases
by one standard deviation, TF decreases by a .432
standard deviation, LP on TS is -.420, and LF is -
.081.
4.2 Discussion
4.2.1 Local Politics Negatively Affects
Multifactor Leadership
Multifactor leadership is built on three leadership
styles consisting of transformational, transactional,
and laissez-faire styles, [7]. Multifactor leadership is
a multifactor leadership practice encompassing 360
degrees of leader behavior from the point of view of
subordinates and managers at all levels. Such
Leadership is negatively affected by the practice of
oligarchic local political behavior [8]. The
considerable attractive inference in the field of
social science is Michels' iron law of oligarchy. The
idea that the oligarchs won has a heightened span of
all-around credibility, and the actual actualization
that Michels' arguments about it are insufficient and
the proof for it is inconclusive does not demolish its
scholarly magnet, [9].
Michels uses the term oligarchy to refer to the
ruling minority. This convention will not cause
difficulties because it fits into common usage and
because the significance of oligarchic law lies in its
assertion that organization is a sufficient condition
of oligarchy, a statement which, as we shall see, is
an empirical generalization, [10].
On the other hand, the principals feel they have a
moral responsibility to advance the nation's
children. There was a confusion of thought between
das sein to das sollen. Especially in the pedagogy of
critical thinkers. The principals' awareness is of the
increasing demands. The quality of education
offered today is heavier than in the past as parents
and the general public have more expectations of
schools and educators than ever before. Educators
today are expected to teach for understanding, not
just good enough for students to pass exams.
In addition, principals as educational authorities
in schools must ensure that students learn how to
learn and can cope with a changing world, [11].
Education needs to be seen as less about training
and more adventurous in ideas, promoting greater
humanization and human solidarity to overcome
oppression and dehumanization. Education is a
learning process, while critical thinking is a means
to achieve that goal which aims to transfer the
values of democracy to equality, respect, tolerance,
freedom, and individual happiness, [12].
Behaviorism substitutes liberal political ideals of
personal ownership, conscience, and dignity with
stimulus-response organisms whose behavior is
chosen and continually changed by their
surroundings, [13]. The political implications and
function of behaviorism in disposing of a person or
joint subjects as historical-making agents should not
be undervalued. To explore these propositions more
fully, it is essential to offer a primer on the different
bases and components of behaviorist ideas, [14].
Without realizing it, the intellectual bases of
behaviorist teaching go hand in hand with the
politics of behaviorist ideas. Extreme behaviorism
claims that the reason for behavior and learning lies
completely in the history of the organism with its
surroundings, [15]. The functionalist practice does
not seek the meaning of appearance but concentrates
more on the construction of applicable connections
between constructed variables, [16], [17].
Behaviorist functionalism is nearly connected to
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what has been recognized as practical and even
hedonic moral theory, [18], [19]. The connection
between pragmatism and behaviorism is broader
than numerous scholars acknowledge or receive,
[20], [21], [22]. The reality, when stated, is solely
what works; success is described as a transformation
of the environment. The circular and conservative
nature of these postulates confirms to be of
outstanding importance when assessing
neoliberalism, [14].
For behaviorists, consciousness cannot be the
representative causing someone to accomplish
something because of his consciousness. If
acknowledged, awareness is only provided as proof
it has been effectively governed. To improve one's
understanding of the outer world, merely by
obtaining him or under the more sensitive authority
of that world as a basis of stimulation, [23].
For behaviorists, control has an epistemological
meaning. Effective control is equated with
understanding or knowledge: controlling is
knowing. Since knowledge is given as successful
control, it must be tied to power; because all
behavior is controlled by the environment, control
(or power) is assumed to be ubiquitous and
knowledge is intangible. Thus, Skinner's
behaviorism is fundamentally connected with a
certain type of epistemology to be significant.
Knowledge, for Skinner, exists only in the form of
behavior, that is, adaptation to the environment,
[24].
The fixation on power grows to the purpose of
rebuilding the whole social order established on
human exploratory rule. Through replicated
experimental manipulation of the variables, cultural
design can happen. For the cultural design to
perform as conceived by Skinner and others, the
appearance of new specializations such as
behaviorology, [25].
Behaviorists claim that the intended behavior is
divided into the smallest units and reinforced by
each behavioral segment. The behavioral segment
skill reinforcement approach exemplifies, for
behaviorists, how complicated behaviors follow the
same adaptation rules as lower-order behaviors. If
comprehending the targeted behavior is supported at
each stage, the process is more efficient and
effective, [14].
Breaking down into small units results in self-
management which aims to make students interact
more with the surroundings to cast successful
behaviors, which are termed supported behaviors.
Encountered with a case in which no useful
behavior is available that cannot cast a response that
is presumably to be supported, acting in a way that
permits the practical behavior to expand the
possibilities of support, [26]. Meaning can never be
emanated or formed by the subject, meaning simply
exists by environmental action, [14].
Why does local politics have a negative impact?
We cannot necessarily say that oligarchic behavior
is bad. Good and bad are in the realm of action.
Measuring good and bad is measuring actions with
agreed norms and rules. Oligarchy can be accepted
if the deeds are good. Until now, many countries are
based on and carry out oligarchic practices, namely
countries in the form of kingdoms or sultanates.
Local political practices that harm multifactor
leadership are perceived as deviating from areas that
are not political. Moreover, Indonesian education
carries a mission of religiosity and morality. The
oligarchic behavior is perceived as far from the
aspect of morality and religiosity which causes
anxiety and is perceived negatively.
These variables mutually support each other and
there is a similarity. However, multifactor
leadership, educational practices of humanism, and
behaviorism are affected by the practice of
oligarchic local leadership behavior. This is because
the oligarchic local political practice creates moral
and spiritual anxiety for school principals with a
typology of Indonesian school principals with the
ideology of Pancasila which focuses on aspects of
divine and moral, as Tillich's version of anxiety
consists of ontic, religious, and moral. The principal
found himself in a mess of thought and action. In
short, the oligarchic local political practice that
causes anxiety is seen as deviating from the aspect
of morality and religiosity norms that are believed
and understood by the principal.
4.2.2 Local Politics Negatively Affect
Transformational Leadership
Transformational leaders empower followers and
make them partners in achieving goals, [27]. This
transformational concept is very much at odds with
the practice of oligarchs. The practice of oligarchs
excludes those who are not aspirational. The broad
description of oligarchy refers to a government run
by a small group of powerful individuals. Plato
names oligarchs grabby men who are unwilling to
expend taxes equitably, [28]. Within the oligarchy,
the bulk of the people is deficient and powerless,
while the small ruling class crystallizes power. They
degrade the law to push their claims above the
expected good. Consequently, oligarchs can be in
business or politics.
The disproportionate assets of such small crowds
do not necessarily impair growth objectives. The
fundamental points here lie in the manners of these
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corporations in terms of the feud; this wealth-
generating structure and the resulting inequality; and
how these differences affect citizens. Here, context
is very important.
On the other hand, democratic pedagogy is one
of the encounters related to teaching and learning
derived from progressive educational ideas. In
progressive schooling, it is the kid who is at the
epicenter. At the fore of this education, act fibs the
influential meeting between grown-ups and kids.
This meeting builds a momentous education process
founded on knowledge and in an active process
tailored to the distinctive character of each student
and teacher. The teacher's role in progressive
pedagogy is one of empowerment. The teacher is no
longer the owner of all disciplinary knowledge but
must be the intermediary of knowledge and furnish
students with disciplinary craftworks and devices. In
addition, coaches are reliable for instructing learners
to use their innate inquisitiveness and want to
inquire about themselves to expand human
understanding, [29].
The schooling method encounters profound
challenges in conceiving a holistic perspective and a
scholarly-pedagogical continuum to enhance
instruction in all domains to incorporate distinct
zones of scholarly objectives. This suggests in-depth
schooling in new zones of inquisitiveness that
promote critical thinking and prefer pluralist
systems alongside the thoughts and experiences that
portray the social, natural, and academic world that
pursues social dedication and responsibility, [29].
The concept of humanism does not change until
the end of the 20 years of the 21st century, there is a
meaning in the idea of man in man as the center.
The betterment of this idea some 60 years ago was
that kids too have identical ownership and deserve
to be respected as other adults. The roots of the
humanist method come from pedagogy that sets
studying at the epicenter of the operation. The
ultimate objective is to facilitate the student's
surroundings to lead them to their destination, each
in their way. A process of creating equity that
strives for righteous individual development that
assigns students. Therefore, educators do not oblige
students to obtain their ideas or use their control to
impart them. As a consequence, the humanist
educator holds comprehensive freedom concerning
education and the dialogical qualities of the
exchanges which results in sound pedagogical
frameworks and instruments for education, [29],
[30].
Humanism prioritizes fundamental human
requirements, human pride, equivalency, and human
values and the promotion of the human essence
above any godly values. The humanist method
needs individuals to interact with others with
sensitivity and esteem, individual security, liberty of
idea, cultural richness, civil collaboration courtesy,
and fellowship. From here comes the chance to
expand the competence of a good and refined
individual so that a progressive system of schooling
is founded on the quality of the ethical compass and
the realized freedom of the instructor. Therefore, it
is essential to grow the personality of teachers who
have developed rational, critical, considerate, and
independent thinking, [31], [33].
Principals face tough circumstances such as a
shortage of competent teams, inequality in
dedication obtainable from stakeholders, and
reduced resources and funds needed to run schools.
Therefore, the appearance of the principal affects
student achievement and subsequent school
rankings, [34]. In high school, they have many
responsibilities, and they may suffer from sorrow,
worry, and pressure. People with continuous
working hours, workplace disputes, and insufficient
job happiness have an increased risk of despair,
dread, and tension.
Depression includes a deficiency of
inquisitiveness in satisfying shiftings, sorrow,
despair, and dysphoria. Anxiety is concentrated on
physiological stimuli such as the autonomic nervous
mechanism and skeletal powers escorted by
emotions of crankiness and pressure. Pressure
considers responses to specific stressors in bodily
and physiological terms. These shifts show five
classes, i.e. regular, soft, medium, tough, and very
hurtful, [35], [36].
A study from Ethiopia revealed occurrence rates
of twenty-point percent for depression, nineteen-
point two percent for anxiety, and twenty-eight-
point two percent for tension among 35,411 Jimma
University staff members. At the University of
Malaysia, the occurrence rate is twenty-two-point
percent for pressure. Another study showed
nineteen-point four percent depressive symptoms,
the prevalence of work-related stress in regular to
tough forty-three percent, and about twenty percent
of teachers experienced extreme stress, [37].
The study found the majority of anxiety and
sorrow among principals to be a more significant
rate than appraisals supplied by the World Health
Organization. There is a need for the provision of
counseling services for principals in the Gujrat
District, [38].
Based on the explanation of the transformational
variable, humanism education, and local politics, it
is clear that the transformational variable and
humanism education are located in different and
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distant places with the perception of oligarchic local
political behavior. Schooling problems, as the
authors found, have been able to make school
experience anxiety which leads to depression,
especially when school principals face oligarchic
behavior. For this reason, school principals view
that oligarchic local politics has disrupted efforts to
transform the noble values of education and even
more so interferes with the existence of self-
actualization as individuals.
4.2.3 Local Politics Negatively Affects
Transactional Leadership
Transactional leadership is characterized by
mutually advantageous relations between managers
and employees to achieve organizational goals, [39].
The exchange is a lenient contractual commitment
between the leader and the employees, [40], [41].
Transactional leaders reward workers for finishing
jobs that uphold or improve general organizational
attainment, which likewise demonstrates them to
their superiors as influential leaders.
Transactional leaders motivate followers by
meeting followers' interests and relying on exchange
relationships. Transactional leadership requires
exchanging useful values to make the lowest
corporate outcomes. This setup of leadership can
result in an efficient and constructive but limited
workplace. Transactional leadership is naturally
adequate to maintain the status quo, but
transformational leadership is taught toward
development for a shift, [7], [42], [43].
Transactional leadership should be able to do
symbiotic mutualism with oligarchic political
behavior. However, transactional leadership is
negatively affected by oligarchic local political
behavior. This fact indicates that school principals
are individuals who feel the bad impact of local
politics because they are not able to carry out
transactions to save their status as school principals.
This has happened since independence until now,
which has experienced several changes in the
leadership model from the old order, the new order
to the reform order. Each order contributes to and
determines the current style of education, [44].
Viewed more deeply from the political aspect of
education, education is oriented as a tool for
interests, such as ideological interests and political
interests to maintain the status quo, [45], [46].
This interest takes two forms, first, the practice
of oligarchic behavior means that education is
included in the arena of power struggles by political
parties. Education is no longer to build Indonesian
people as a whole but to build the strength of certain
practical political parties for the benefit of their
group or group. Second, an oligarchy is a power
structure consisting of a few elite individuals,
families, or companies who are allowed to control a
country or organization, [45], [46].
As a result of the oligarchic behavior of power,
people are trapped or intentionally include
themselves in oligarchic behavior as well. It is often
found that local leaders make public speeches that
there is no term for the division of positions,
including the position of the school principal,
instead, they come to ask for a position including
the position of principals. The behavior of oligarchs
often confirms the iron law of oligarchs. Underneath
the “iron regulation of oligarchy,” all political
schemes ultimately develop into oligarchy. In a
democracy, oligarchs employ their assets to control
chosen administrators. In a monarchy, oligarchs
employ their military force or capital to control the
king or queen. In widespread, oligarchic leaders
operate to assemble their authority with little or no
regard for the demands of society. The words
oligarchy and plutocracy are frequently mistaken.
Plutocratic leaders are always wealthy, while
oligarchic leaders don't need to be wealthy to
acquire power. So, plutocracy is consistently
oligarchy, but oligarchy is not constantly
plutocracy, [47].
How does it relate to Tillich's anxiety? Include
religion in leadership theory for at least three
causes. Faiths are general and powerful and have
different attributes [48]. Foremost, religion is a
social constituent of today's society. Referring to the
Pew Research Center in 2012, eighty-four percent of
the globe's inhabitants are religiously affiliated [49,
50], and that amount is predicted to gain eighty-
seven percent by 2050, [51]. Then, individuals can
place faith at the epicenter of their lives so that their
faith is sacred and is considered a primary
concern, [52]. Last, faiths have specific
resemblances and similarities that let channeling
into special approaches to leadership. In particular,
the three largest religions, Judaism, Christianity, and
Islam hold a belief in the presence and connection
with God, belief in and the pursuit of an afterlife
goal, and faith in and striving to obey the scriptures,
[48].
Oligarchic behavior should be able to go hand in
hand and be complementary to behavioristic
behavior. However, this study shows neither of
them. This is because principals are people with
spiritual and moral entities as Tillich identifies. As
for the fact that the principal finds himself in a circle
of the struggle for social gravitation and ignorance
of tomorrow, the principal is in real anxiety. It is
this discontinuity that makes local politics have a
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devastating effect on educational practice and is a
constraining variable.
4.2.4 Local Politics Negatively Affects Laissez-
Faire Leadership
Laissez-faire leadership is considered one that
abandons responsibility and avoids decision-
making, [53], [54]. It is challenging to maintain this
leadership unless the followers are skilled and
highly motivated experts. Like scientists, such
leaders let group members create all the decisions,
[55].
The idea of laissez-faire is escaping
accountability and dodging judgments, [56].
Researchers define laissez-faire in their own words
and the notion of this type of leadership all experts
are the same. This style allows subordinates to make
their personal decisions about work. Usually, the
leader dodges pushing judgments and is not affected
in the outcome unit because the leader provides full
autonomy to subordinates to push decisions.
Sometimes leaders provide essential material and
just apply responses and queries but dodge
feedback, [57].
The practice of hands-off leadership is indeed
not connected with the practice of behaviorism
education. The difference lies in the emphasis on a
systematic pattern, whereas laissez-faire emphasizes
high motivation with people who will struggle to
master the prerequisites for success in study and/or
at work.
The oligarchic local politics has a negative effect
because the principal has worked with minimal
supervision. They already know and understand
how to design, reconstruct, lead, and manage their
school organization to achieve progress, [58].
Regarding the oligarchic local politics with
Tillich's anxiety, it is clear that the principals
experienced a moral shock and felt contrary to their
spiritual beliefs. This is because there is a disparity
in the ability to defend their area of service and this
disparity results in anxiety disorders that have an
impact on their leadership at schools.
5 Conclusion
The researchers conclude this research as the
following. 1) Local political practices for many
principals potentially harm multifactor leadership.
Many principals perceive local politics as deviating
from areas that are not political. Moreover,
Indonesian education carries a mission of religiosity
and morality. The distance of the oligarchic
behavior from the aspect of morality and religiosity
causes anxiety and has a negative effect. 2)
Multifactor leadership applied based on follower
segmentation will run effectively and optimally, 3)
The laissez-faire leadership style applied to the
segmentation of followers who have good technical
knowledge and skills and have reached the level of
self-actualization motivation would be very good.
5.1 Future Research
This research needs to be followed up with future
research in a qualitative research design to explore
aspects that have not been identified in this paper.
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
Ridwan proposed ideas and a research draft.
Ridwan, Sudjarwo, and Hasan Hariri organized and
executed data collection, data analysis, and research
reports.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
The authors received financial support for the
research, authorship, and/or publication of this
article from Doctoral Dissertation Research Grant
Kementrian Pendidikan Kebudayaan Riset dan
Teknologi, No. 2147/UN26.21/PN/2022.
Conflict of Interest
The authors declared no potential conflicts of
interest to the research, authorship, and/or
publication of this article.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
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