Does Transformational Leadership Still Run Effectively in A Conflict
Setting?
RIAS TUSIANAH1, SUDJARWO1, CUCU SUTARSYAH1, EKA SOFIA AGUSTINA2,
BUJANG RAHMAN1*
Universitas Lampung,
1Jalan Soemantri Brodjonegoro No. 1 Gedung Meneng Bandar Lampung,
INDONESIA
2Indonesian Language and Literature Education Study Program,
Universitas Lampung,
Jalan Soemantri Brodjonegoro No. 1 Gedung Meneng Bandar Lampung,
INDONESIA
*Corresponding Author
Abstract: - This article aims to describe the influence of servant and transformational leadership on teacher
work productivity and the role of mediating conflict resolution. There is a lot of research on leadership but not
much research on how leadership handles conflict. Several research studies have investigated how leaders
respond to conflict and the most common conflict management. However, no research is available to determine
public preferences for conflict resolution options. The application of transformational leadership is known for
its toughness and has been widely discussed. However, there is a phenomenon where school principals
experience a decline and schools experience many problems. One of the factors inhibiting school progress is
conflict. The author presents how to manage a school or organization in conflict settings by offering a servant
leadership style. These matters are discussed in this article. This study used a quantitative survey design with
300 high school teachers as respondents to rate the leadership of school principals from 15 districts in Lampung
Province. The results of Amos 23 calculations state that servant leadership has a positive effect on handling
conflict (87.5%) and on teacher’s work productivity (37, 4%), while transformational leadership has a positive
effect on handling conflict (8.7%) and negative effect on teacher work productivity (-68.8%). The research
concludes that (1) servant leadership is a good predictor of teacher work productivity and a solution for conflict
resolution in schools; (2) when there is conflict, transformational leadership is not a solution; (3) conflict
handling is directly proportional to teacher work productivity; and (4) conflict handling becomes a good
mediator for servant leadership and transformational leadership for teacher work productivity.
Key-Words: - Servant leadership, transformational leadership, conflict, teacher productivity
Received: August 13, 2022. Revised: March 28, 2023. Accepted: April 19, 2023. Published: May 22, 2023.
1 Introduction
Education is an important investment because
education plays a key role in producing human
resources that can compete in the global era. To
address the challenges above, education that is
oriented to globally relevant needs and productive
teacher resources is needed, [1] [2], [3].
The teacher's role as an educator is directly
involved in the learning process activities in the
classroom and the entire educational process in
schools is often faced with several problems.
Conflicts in the world of education have often
occurred and have had a major impact on the
educational institutions themselves, and members of
school organizations or workers in these institutions.
Conflicts that occur within a school organization
can hinder achieving the desired goals, therefore
conflicts need to be managed properly so that the
impact can be minimized, [4].
Teacher work productivity is the potential or
power generated by the teacher that is used
optimally, to achieve output that is more creative,
generative, and generates benefits or benefits.
especially in teaching and learning activities.
Teacher quality is very dependent on several factors
and one of the most important is the teacher's work
behavior which is associated with work
productivity, [5].
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Volume 22, 2023
Teacher absence is a problem that can arise
from conflict in schools. So that absenteeism can be
minimized, researchers conduct more extensive
research by integrating servant leadership and
transforming in handling conflicts to increase
teacher work productivity.
1. How does servant leadership influence teacher
work productivity?
2. What is the indirect influence of servant
leadership on teacher work productivity through
conflict resolution?
3. How does transformational leadership influence
teacher work productivity?
4. What is the indirect effect of transformational
leadership on teacher work productivity through
conflict resolution?
There is a lot of research on leadership but not
much research on how leadership handles conflict.
Several research studies have investigated how
leaders respond to conflict and conflict
management, [6], [7], [8]. However, no research is
available to determine public preferences for
conflict resolution options. This study aims to
explain to the leaders needed in an atmosphere of
conflict.
2 Literature Review
2.1 Conflict
Conflict is an everyday phenomenon in all walks of
life. Conflict is an unavoidable part of human
activity, [9], [10], [11], [12], [13]. Conflicts often
occur in school organizations. School organizational
conflicts can affect the performance of school
organizations.
Conflict describes the disagreement of opinions
between individuals. Although the definition of
conflict is different in various disciplines, [14], [15],
[16], [17]. Conflicts occur when one party feels
personal interests are harmed by another party, [18],
[19]. Conflict signifies a process that combines two
or more people or groups in which one party must
perceive the actions of the other party as
contradicting his own. Conflict is a common trait in
any teamwork activity and occurs in daily
interactions, [20], [21], [22].
Conflict can be classified into types according
to its level, direction, school organization, and
planned conflict, [23], [24]. Intrapersonal conflict:
Conflict arises in an individual when his motives or
drives are hindered by two different decisions and
he is unable to make the right decision because he is
facing competing goals and roles, [6], [25].
Interpersonal Conflict: Interpersonal conflict is a
conflict that arises between two or more individuals,
[24]. The causes of this conflict are differences in
personality, experience, education, background,
conflicting values and interests, differences in
power, status, lack of information, role
incompatibility, stress, and anxiety, [26], [27].
Intragroup conflict: Intragroup conflict occurs
when someone in a group works to achieve different
goals from other groups in the school organization.
This conflict occurs at the organizational level of the
school, [15], [28], [29].
Intergroup conflict: Intergroup conflict arises
between different groups within a school
organization each trying to achieve their goals. The
conflict between line school organizations and staff
is one of the most popular conflicts, [24].
Intra-organizational conflict: School intra-
organizational conflict has four types including
vertical conflict, horizontal conflict, line-staff
conflict, and role conflict. Each of these types of
conflict has its characteristics; however, they can
overlap, especially with roles, [30], [31].
Interorganizational conflicts: Conflicts between
school organizations are to some extent
interdependent with one another. All conflicts that
are inherent at the organizational level of the school
involve conflicts that occur at the individual level or
the group level, [32].
2.2 Servant Leadership
Servant leadership is driven by ego to gain
achievement but leaders need to manage their ego to
turn their followers into leaders, and to be first
among equals, [33].
Servant leadership has values, beliefs, and
principles in carrying out its leadership, [34], [35],
[36], [37], [38]. Values are a core element of servant
leadership. Value is seen as an independent variable
that drives leader behavior in serving, [39], [40],
[41].
Another important attribute of servant
leadership is the role of functional attribute values
which include: a) trust, b) respect for others, and c)
empowerment, [34], [42]. These values build
interpersonal trust and integrity of leaders in a
school organization, [43], [44]. Servant leadership
practices what is said to build a self-image with
integrity. This leader believes that with integrity,
trust can be earned and at the same time radiated so
that others follow him, [45], [46].
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2.2 Transformational Leadership
Transformational leadership goes beyond simple
exchanges and agreements. Transformational
leaders are proactive, raise followers' level of
awareness about inspiring collective interests, and
help followers achieve extraordinarily high-
performance outcomes. This theory posits that
leaders deal with influence, inspirational motivation,
intellectual stimulation, and individual judgment,
[47], [48], [49], [50], [51].
Transformational leadership motivates and
inspires subordinates to perform as expected.
Transformational leadership theory predicts
followers' emotional attachment to leaders and
followers' emotional arousal and motivation as a
consequence of leader behavior, [52].
Transformational leadership articulates a
realistic vision of the future, stimulates followers
intellectually, and pays attention to differences in
subordinates, [53], [54]. The transformation effect
can also be had by leaders in school organizations
and individuals. By defining the need for change,
creating a new vision, and mobilizing commitment
to that vision, leaders can ultimately transform
school organizations, [55].
Observed that transformational leadership is
seen when leaders stimulate others to view their
work from new perspectives, raise awareness of the
school organization's mission or vision, develop co-
workers and followers to higher levels of ability and
potential, and motivate them to look beyond their
interests. for groups, [51], [56], [57].
2.3 Teacher Work Productivity
Teacher work productivity is the key to preparing
creative, critical generations to have 21st-century
intelligence, [58], [59]. The concept of work
productivity can be viewed from two dimensions,
namely the individual and the school organization.
The individual dimension sees productivity
concerning individual personality characteristics
that appear in the form of mental attitudes and imply
individual desires and efforts to always strive to
improve the quality of life. Meanwhile, the
dimension of school organization looks at
productivity in terms of the technical relationship
between input and output. The increase in
productivity is not only seen from the quantity
aspect but can also be seen from the quality aspect,
[60].
Productivity factors are known to be statistically
significant in promoting learning in primary and
secondary school students, [61], [62], [63].
Productive teachers meet job qualifications,
meaning that high productivity cannot be achieved
if teacher qualifications are low.
Work productivity implies (1) input resources;
and (2) output results. Work productivity is the
potential or power generated by individuals that are
used optimally to achieve output that is more
creative, and generative, and generates profits or
benefits, [64].
3 Framework of Thinking
There are many causes of conflict. Conflict starts
from bad communication, dissatisfaction caused by
management style, desire for power, ineffective
leadership, lack of openness, and so on. There are
three distinct main drivers of conflict: power,
values, and economics, [65], [66], [67].
Transformational leadership predicts followers'
emotional attachment to the leader and the
emotional arousal and motivation of followers as a
consequence of the leader's behavior.
Transformational leadership is recognized by the
world as having a good influence on various
endogenous variables. Thus, transformational
leadership strengthens school principals in dealing
with problems of school institutions which have a
domino effect on increasing teacher work
productivity, [68].
Servant leadership has values, beliefs, and
principles in carrying out its leadership, [34], [35],
[36], [37], [38]. Values are a core element of servant
leadership. Value is seen as an independent variable
that drives leader behavior in serving, [39], [40],
[41]. Next, the researcher presents a framework
diagram as shown in Figure 1.
Fig. 1: The framework of increased teacher work
productivity
Referring to Figure 1, school principals who
combine transformational and servant leadership
styles can manage and anticipate the emergence of
Servant Leadership
Transformational
Leadership
Handling
Conflict
Teachers’ Work Productivities
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conflict with dimensions that include idealized
influence, inspirational motivation, intellectual
stimulation, and individualized consideration to
increase teacher productivity.
4 Method
This quantitative cross-sectional study used the
Structural Equation Modeling statistical test carried
out in Lampung Province covering 15
districts/cities, with 300 public and private teachers
as respondents. Data collectors use standardized
instruments. Questionnaire items are compiled and
distributed electronically with Google Forms. The
selection of the Google Forms electronic application
was due to the pandemic and the population was
considered homogeneous, [69], [70], [71], [72],
[73], [74], [75].
4.1 Test the Validity of Variables and
Reliability
Validity and reliability refer to if alpha > 0.90 then
the reliability is perfect. If the alpha is between 0.70
– 0.90 then the reliability is high. If the alpha is 0.50
- 0.70 then the reliability is moderate. If alpha is <
0.50 then low reliability, [76], [77], [78].
Whereas validity refers to the correlation
coefficient (rxy) which can range from positive (+)
1 to negative (-) 1. If rxy is close to 1, the
relationship between the two variables is getting
stronger. If the value is close to 0.0, the relationship
between the two variables is getting weaker.
Interpretation of the value of the correlation
coefficient If greater than .5 is strong, between .3 to
.5 is moderate, and between 0 to .3 is weak, [79],
[80], [81].
• Validity of servant leadership
Table 1. Validity of servant leadership
r-table (df: N-2)
r-count
SL1
0,1684
.564**
SL2
0,1684
.635**
SL3
0,1684
.678**
SL4
0,1684
.741**
SL5
0,1684
.327**
SL6
0,1684
.627**
SL7
0,1684
.659**
SL8
0,1684
.535**
SL9
0,1684
.637**
SL10
0,1684
.674**
SL11
0,1684
.668**
SL12
0,1684
.676**
SL13
0,1684
.746**
SL14
0,1684
.650**
SL15
0,1684
.648**
SL16
0,1684
.728**
SL17
0,1684
.681**
SL18
0,1684
.634**
SL19
0,1684
.650**
N
235
Table 1 states that each item that builds valid
servant leadership refers to r-count > r-table, so each
item is declared valid, [81].
• Reliability of servant leadership
Table 2. Reliability of servant leadership
Reliability Statistics
Cronbach's Alpha
N of Items
,910
19
Table 2 states that the number of indicators or
manifests of servant leadership is 19 items and
states that all servant leadership items have a value
of α > 0.05. thus, based on serving leadership
variables it is declared reliable, [82].
• Validity of handling conflict
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Table 3. Validity of handling conflict
r-table (df: N-2)
r-count
HC1
0,1684
.386**
HC2
0,1684
.364**
HC3
0,1684
.499**
HC4
0,1684
.648**
HC5
0,1684
.602**
HC6
0,1684
.504**
HC7
0,1684
.457**
HC8
0,1684
.480**
HC9
0,1684
.421**
HC10
0,1684
.416**
HC11
0,1684
.427**
HC12
0,1684
.411**
HC13
0,1684
.305**
N
235
Table 3 states that each item that builds valid
servant leadership refers to r-count > r-table, so each
item is declared valid, [81].
• Reliability of handling conflict
Table 4. Reliability of handling conflict
Reliability Statistics
Cronbach's Alpha
N of Items
,670
13
Table 4 states that the number of indicators or
manifests of servant leadership is 19 items and
states that all servant leadership items have a value
of α > 0.05. thus, based on serving leadership
variables it is declared reliable, [82].
• Validity of transformational leadership
Table 5. Validity of transformational leadership
r-table (df: N-2)
r-count
TL1
0,1684
.741**
TL2
0,1684
.774**
TL3
0,1684
.806**
TL4
0,1684
.800**
TL5
0,1684
.854**
TL6
0,1684
.852**
TL7
0,1684
.740**
TL8
0,1684
.834**
TL9
0,1684
.794**
TL10
0,1684
.746**
TL11
0,1684
.706**
N
235
Table 5 states that each item that builds valid
servant leadership refers to r-count > r-table, so each
item is declared valid, [81].
• Reliability of transformational leadership
Table 6. Reliability of transformational leadership
Reliability Statistics
Cronbach's Alpha
N of Items
,938
11
Table 6 states that the number of indicators or
manifests of servant leadership is 19 items and
states that all servant leadership items have a value
of α > 0.05. thus, based on serving leadership
variables it is declared reliable, [82].
4.2 Test of Requirements with Amos
The goodness of Fit Index: As it is shown in Table
7, the CFA test refers to the fit model criteria
contained in the Goodness of Fit Index table. Root
Mean Squares Error of Approximation which is an
absolute requirement for data interpretation. There
are several methods to test the goodness or
suitability of a model as a whole, namely: Chi-
Squares statistical test (χ2 Test); Root Mean Squares
Error of Approximation (RMSEA); Goodness of Fit
Index (GFI); Adjusted Goodness of Fit Index
(AGFI); and Root Mean Squares Residual (RMSR),
[83], [84], [85].
Table 7. Goodness of Fit Index
No
The
goodness of
Fit Index
Cut off Value
Criteria
Parameter
Gained
1.
CMIN/DF
< 3
2,297
Good Fit
2.
CFI
≥ 0,90
,816
Accepted Fit
3.
TFLI
≥ 0,90
,809
Accepted Fit
4.
NFI
≥ 0,90
,715
Accepted Fit
5.
RFI
≥ 0,90
,705
Accepted Fit
6.
IFI
≥ 0,90
,816
Accepted Fit
7.
RMSEA
≤ 0,08
,066
Good Fit
Data normality: The criterion used is the Chi-
squares value at the degree of freedom, namely the
number of indicators in the fit model of this study at
a significance level of p <0.01. Mahalanobis
Distance or χ2 (5052.699: 0.01) = 5289.80158. This
means that observation numbers that have a
Mahalanobis d-squared value greater than
5289.80158 are multivariate outliers.
Based on the output of the Mahalanobis d-
Squared, it can be seen that all observation data
have a Mahalanobis d-Squared value below
5289.80158, which means that the research data
used met the requirements, there were no
multivariate outliers, [86], [87].
4.3 Estimates
Estimates were made using the Maximum
Likelihood Estimates method where the regression
weights of exogenous variable variances, the
covariance between exogenous variables, means of
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exogenous variables, and intercepts to predict
endogenous variables are the estimation of quantity
and some outputs that can also be raised when
requested. The correlations between exogenous
variables, and standardized regression weights are in
Table 8.
Table 8. Regression Weights
Estimate
S.E.
C.R.
HC
<--
TFL
,105
,210
,501
,617
HC
<--
SL
,875
,171
5,123
***
TWP
<--
HC
,057
,081
,704
,481
TWP
<--
SL
,270
,161
1,678
,093
TWP
<--
TFL
-,596
,200
-2,986
,003
Source: Primary Data Processed by Researchers
with AMOS 23
Table 8 is to see whether the dimensions and
indicators are significant or not. The significance of
these dimensions and indicators (manifest) can be
seen from the critical ratio score (C.R.) ≥ 1.96 and
the P value ≤ 0.05 and the presence of the *** sign
(three asterisks). The transformational regression
coefficient (TFL) to conflict management (HC) is
not significant, servant leadership to HC is
significant, HC to teacher work productivity (TWP)
is not significant, SL to TWP is not significant, and
TFL to TWP is significant. The estimated standard
regression weight is in the estimation column. This
sample moments method controls the reporting of
sample correlation in Table 9.
Table 9. Standardized Regression Weights
Estimate
HC
<---
TF
,087
HC
<---
SL
,875
TWP
<---
SL
,374
TWP
<---
TF
-,688
Source: Primary Data Processed by Researchers with
AMOS 23
It is known that TFL has an effect on HC with a
standardized coefficient of 0.087 (an increase in
TFL 1 will increase HC by 0.087). SL affects HC
with a standardized coefficient of 0.875 (an increase
in SL by 1 standard deviation will increase HC by
0.875). HC has an effect on TWP with a
standardized coefficient of 0.079 (an increase in HC
of 1 standard deviation will increase TWP by
0.079). SL has a positive effect on TWP with a
standardized coefficient of 0.374 (an increase in SL
by 1 standard deviation will increase TWP
positively by 0.374). TFL affects TWP with a
standardized coefficient of -0.688 (an increase in
TFL by 1 standard deviation will decrease TWP by -
.688).
Next, the researcher presents the following
General Model Graph in Figure 2.
Fig. 2: General of Graphic Models
Figure 2 shows that servant leadership has a
positive effect on teacher work productivity of
0.0374, and transformational leadership has a
negative effect on teacher work productivity of -
0.688. Serving leadership has a positive effect on
conflict handling of 0.875. Conflict handling has a
positive effect on teacher work productivity of
0.079. Next, the researcher presents Standardized
Direct Effects.
Table 10. Standardized Direct Effects
SL
TFL
HC
HC
,875
,087
,000
TWP
,374
-,688
,079
Source: Primary Data Processed by Researchers with
AMOS 23
Based on the calculation results in Table 10, SL
has a direct effect on HC of 0.875, and TFL has a
direct effect on HC of 0.087. SL affects HC of -
0.120. SL has a direct effect on TWP of 0.374. TFL
has a direct effect on TWP of 0.688.
Thus, researchers can conclude that SL has a
positive impact on HC, and TFL on HC. SL has a
positive effect on TWP and HC also has a positive
effect on TWP. However, TFL negatively affects
TWP. Next, the researcher presents Indirect Effects.
Referring to Table 11, SL indirectly affects
TWP of 0.050, and TFL indirectly affects TWP of
0.006. Researchers present the results of
Standardized Indirect Effects.
SL
TFL
T
W
P
HC
0,374
0,875
-0,688
0,087
0,079
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Table 11. Standardized Indirect Effects
SL
TFL
HC
,000
,000
TWP
,069
,007
Source: Primary Data Processed by Researchers with
AMOS 23
Table 11 shows Standardized Indirect Effects.
SL indirectly affects by 0.069. TFL of 0.07.
Researchers can conclude that the effect of SL, and
TFL have a positive effect on TWP.
4.4 Hypothesis Test
H1: Servant leadership influences teacher work
productivity. Because the standardized direct effect
of servant leadership has an influence of 0.374 on
teacher work productivity.
H2: Transformational leadership influences teacher
work productivity. Because the standardized direct
effect of transformational leadership has an
influence of -.688 on teacher work productivity.
Next, the researcher presents a diagram of the
mediating role of the simultaneous variables of
serving leadership, transformational leadership,
empowering leadership, and handling conflict on
teacher work productivity. A diagram of the role of
the mediating variable for researchers is presented
in Figure 3.
Fig. 3: Direct and indirect effects
H3: Handling conflict does not mediate the
influence of servant leadership on teacher work
productivity. Because the direct effect of servant
leadership (0.374) is greater than the indirect effect
(0.069) on teacher work productivity, conflict
handling is not mediation (intervening) for servant
leadership.
H4: Handling conflict mediates the influence of
transformational leadership on teacher work
productivity. Because the direct effect of
transformational leadership (-0.688) is greater than
the indirect effect (0.007) on teacher work
productivity, the handling of conflict is mediation
for transformational leadership.
4.5 Discussion
4.5.1 SL Affects HC and TWP
The results of this study empirically show that
servant leadership has a positive effect on teacher
work productivity based on a standardized direct
effect of 0.374 on teacher work productivity
variables (Table 10) and has a positive effect on
conflict resolution of 0.875.
The main essence of leadership is to serve.
While recognizing the real difference between the
term servant and leader, he explains that the
“servant leader” is more concerned with serving
than leading. Meeting followers' needs is a priority.
This collaboration results in the emotional and
professional development of their followers, [88].
Leaders with the strongest ability to connect
emotionally with their members will have the
strongest and most positive relationships with them,
[89]. The results of this study are in line with the
results of research conducted, [90], [91], which
proves that leadership has a significant effect on
work productivity.
Teachers have a duty with a vital effect on
students such as motivating them, planning class
activities, providing additional knowledge and skills
to students, making classes under discipline, and
guiding and mentoring students. The school
environment is largely characterized by discipline
and order issues, relationship problems between
teachers, administrators, and co-workers,
overcrowded classes, lack of necessary resources,
inadequate infrastructure, changing and demanding
policies, and above all the ambiguity of the teacher's
role, [92].
Servant leadership promotes the judgment and
development of people, community building, the
practice of authenticity, providing leadership for the
good of those who are led, and the sharing of power
and status for the common good of each individual,
the total school organization, and those served by
the school organization.” Servant leadership can be
TFL
HC
TWP
SL
0,875
0,069
0,007
0,087
0,374
-0,688
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characterized by the following: active listening,
empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship,
commitment to growth, and community building,
[93], [94].
Teaching involves love and faith. Love to work
with children and young people every day trying to
make an impact on their vulnerable minds and make
them imagine what they would become if they
worked for it the impeccable belief that their efforts
would never be wasted and if given a proper
grounding in school, impressionable young minds
will soar through life. Teachers must be emotionally
involved with their students because students will
approach the teacher not only for academic
questions but also for personal problems, [95].
Servant leadership focuses on followers, where
followers need primary attention on school
organizational issues, [96]. Servant leadership is
very important in the dynamics of school
organizations where school principal leadership has
a vital role, [97]. In addition, servant leadership is a
significant predictor of teacher commitment to
school, [98]. This shows that the more effective the
leadership function will be, the more the teacher's
work productivity will increase.
The effect of servant leadership indicates that
the Principal of SMA Lampung carries out servant
leadership well as shown by the standardized direct
effect of servant leadership of 0.374 on the teacher's
work productivity variable. Positive influence based
on teacher perceptions means that teachers feel the
presence of school principals who can facilitate
teacher work productivity as indicated by the
fulfillment of several teacher productivity
indicators, such as the fulfillment of teacher
administrative documents, educating teaching
abilities through the application of several learning
methods that can trigger higher-level thinking and
critical.
Servant leadership focuses on subordinates,
which means that subordinates are the main
concern, [99]. Servant leadership in the school
context requires attitudes to bring about and make a
difference in a particular school environment, [100].
The power of servant leadership is manifested in a
person's ability to combine the best of being a leader
with the best of being a servant. These diverse
paradigms can make governance in school
organizations more trustworthy and accountable
because the servant leader is a model of integrity,
credibility, intelligence, and the spirit of servant
leadership, [101].
Servant leadership is the most appropriate
model to be applied in the educational environment.
The servant leadership paradigm is indeed effective
at various levels in school organizations and the
trickle-down effect of this leadership style
encourages service-oriented behaviors and qualities,
[102]. School organizations can benefit from
familiarizing their current leaders with servant
leadership, [103], [104].
Conflict is a struggle carried out by various
parties to obtain things such as value, status, power,
authority, and so on, where their fighting aims to
gain profit, but also to subdue their rivals by force
or threats. The potential for conflict exists because
people have different needs, views, interests, and
values, [105]. Conflicts that occur in school
organizations are caused by gaps or failure to
achieve the expectations of certain parties, resulting
in dissatisfaction.
Conflict arises when a person receives
something that is not commensurate with the task,
[106]. Conflicts occur when employees or team
members: (1) are asked to perform difficult tasks or
(2) are required to perform tasks that conflict with
personal values. In groups, role conflict increases,
especially when there is nonethical or antisocial
behavior in the group and when group members
emphasize certain norms, while leaders and rulers of
formal school organizations emphasize other norms.
Conflicts in school organizations occur because of
the inability to adapt to the environment and the
differences in status, goals, values, and perceptions,
[107].
A positive and significant relationship to
conflict handling is if an employee feels attached to
his leader. This is very beneficial for school
organizations and also beneficial for employees or
teachers. Previous research that supports the
hypothesis above, such as research conducted by
[108] states that servant leadership is related to
employee work productivity. Another study
supported by [109].
The researcher concludes that based on the
findings obtained, show that leadership practices
serving high school schools in Lampung Province
play a fundamental role in increasing teacher work
productivity. Servant leadership is critical to
improving educational outcomes through teacher
performance. This study contributes to the current
body of knowledge, which has the potential to be
leveraged in the general school sector and stimulates
the senior secondary school system outside
Lampung Province to move towards productive
teaching and learning activities, especially in
underperforming schools. The consequences can
increase academic success and teacher work
productivity in a better future for many students.
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These results indicate SL is a predictor for HC
by 87.5%. SL is a predictor for TWP of 37.4%. This
data shows that in a conflict situation what is needed
is an act of service. Thus, servant leadership is a
good predictor of teacher work productivity and a
solution for handling conflict in schools. Thus,
serving leadership should be applied by school
principals, especially at the high school level or
equivalent.
4.5.2 Effect of TFL on HC and TWP
Transformational leadership affects teacher work
productivity, this refers to a standardized direct
effect of -0.688 on the teacher work productivity
variable (see Table 10), and handling conflict of
0.087 on the conflict handling variable (see Table
10).
Transformational leadership is applied to
broaden and enhance follower interests, generate
awareness and acceptance of goals by all members
and the mission of the group, and motivate
followers to transcend their self-interest for the good
of the group, [53], [110]. Transformational
leadership articulates a realistic vision of the future
that can be shared, stimulates followers
intellectually, and pays attention to differences
among subordinates' schools, [53]. Transformational
leadership goes beyond work boundaries for desired
performance, [111], [112].
Transformational leadership is seen when the
leader stimulates others to see their work from a
new perspective, raises awareness of the mission or
vision of the school organization, develops co-
workers and followers to a higher level of ability
and potential, and motivates them to see transcend
their interests towards those that will benefit the
group, [51]. Transformational leaders set more
challenging goals and usually achieve higher
performance. In the overall assessment of the
theory. Transformational leadership appears to make
an important contribution to explaining leadership
processes and outcomes, [113].
Improving the quality of education is still a big
plan for the education office in Indonesia and cannot
be separated from the role of various parties, one of
which is the teaching staff. The productivity of a
school organization is determined by the
performance of its members. Research, [114], on
transformational leadership shows that there is a
positive and significant influence between
transformational leadership and teacher work
productivity. The findings of this study are in line
with the results of research by [115], showing that
the managerial skills of school principals, teacher
morale, and teacher job satisfaction have a positive
and significant effect on teacher performance. The
results of this study found that the principal's
transformational leadership, teacher morale, and
teacher job satisfaction had a positive and
significant effect on teacher performance.
The results of transformational leadership
research in other educational fields show that
transformational leadership has a significant
additional effect on other (transactional) leadership
in predicting school organizational commitment,
school organizational citizenship behavior, and
teacher satisfaction. In addition, transformational
leadership was found to have an indirect effect on
students' academic achievement, [116]. The effects
of transformational leadership happened on teacher
attitudes and student performance in Singapore.
Furthermore, the results of this study are supported
by [117].
Other transformational leadership results show
that (1) transformational leadership has a positive
and significant effect on the performance of State
Vocational School teachers in Palembang; (2) work
motivation has a positive and significant effect on
the performance of State Vocational School teachers
in Palembang; and (3) transformational leadership
and work motivation have a positive and significant
effect on the performance of State Vocational
School teachers in Palembang. The results of this
study are also supported by [118].
However, this study showed the opposite results
(-.688). The negative score of the influence of
transformational leadership means that the principal
as a leader has a wide disparity with followers
(teachers). A negative transformational effect also
occurs on self-efficacy, [119]. The negative
influence of transformational leadership is caused
by factors from followers, such as the level of
motivation and segmentation of followers.
Followers who are at motivation levels two
(security, order, stability) and three (relationships,
family) are generally more suited to adopting a
transactional leadership style. Thus,
transformational influence is due to the level of
follower motivation and segmentation, [120].
The results of this study empirically show that
transformational leadership has a positive effect on
conflict resolution, based on the standardized direct
effect servant leadership has an effect of 0.374 on
the teacher's work productivity variable (see Table
34), meaning that the servant leadership variable has
a positive effect on teacher work productivity.
The results of this study are consistent with the
theory and results of research that several variables
can affect employee performance. One of the
influential variables is transformational leadership.
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This is consistent with a study that idealized
influence leaders with an innovative culture will
produce employees who are more motivated to
achieve the desired performance, [121].
The principal manages the conflict to achieve
organizational achievements. Every organization
consists of individuals who are inseparable from a
problem, so the concept of leadership is needed to
overcome these problems. In the leadership
function, a leader has the task of providing direction
and coordinating individuals, including managing
individual activities, finding ways to communicate
more precisely and effectively, and finding solutions
to resolve problems that occur between individuals
under their leadership, [122].
The emergence of factors from outside the
educational environment that influence by providing
negative knowledge to encourage the formation of a
gang at school. Students are still in the process of
searching for an identity to show power and
strength. Brawls between students are often heard
by the Indonesian people and are often reported in
the mass media. The dispute between the two
groups of students is very unfortunate, considering
that the main task of students is to study, not to
fight.
The things that lead to brawls generally start
with the formation of gangs within the school
environment. Conflict is unavoidable in
organizational life. Conflict in a modern perspective
is considered to be a positive and negative force (if
the conflict has a disruptive effect) to achieve
organizational goals. Certain types or levels of
conflict can prove beneficial when used as
instruments for change or innovation, [123]. Thus,
management must be able to manage conflict to
have benefits for the organization.
The variable research constellation consisting of
servant leadership, and transformational leadership
for dealing with conflict shows that the
transformational leadership style negatively affects
teacher work productivity. This empirical result
does not mean that it negates the reliability and
superiority of the transformational leadership style.
Negative calculation results indicate that in conflict
conditions the variable that is more needed is a
mediator, namely the conflict handling variable.
This condition can be seen based on
demographic data which shows the causes of
conflict include, the number of female teachers
more than the number of male-female teachers
70.7%, the age of teachers at the peak age (40-49
years) at 34.3%, and there are still many teachers
who haven't (32%).
So far, there has been no research on conflicts
caused by income differences due to teacher
professional allowances. However, the conflict
occurred over the division of study hours which
required at least a 24-hour teaching period to receive
the teacher's professional allowance. Antecedent
conflicts due to "fighting over" teaching hours are
potential. The division of teaching hours sometimes
forces two or three teachers to find additional hours
to meet the total teaching hours of 24 hours/per
week.
The "fighting" for teaching hours is visible
because the majority of teachers are of productive
age with relatively large needs (40–49-year-olds).
The potential for conflict due to demographic
factors has sharpened and caused friction. Friction
can be in the form of ignoring the social conditions
of the school by only focusing on one's own needs
and the occurrence of groups that have and have not
been certified. While there is no difference in the
ability of teachers who have been certified and who
have not been certified. There is no difference in
performance between teachers who have been
certified and teachers who have not been certified,
[124].
Transformational leadership cannot be applied
immediately but must consider the segmentation and
teacher motivation and transformational leadership
is a good predictor for handling conflict. When
conflicts occur in schools, transformational
leadership becomes a way of solving problems.
Thus, serving leadership is more effective in
increasing teacher work productivity than
transformational leadership and empowering
leadership in conflict situations. Transformational
leadership is not a good leadership model for
increasing teacher work productivity when applied
to conflict conditions. Transformational leadership
cannot be applied in situations of disharmony to
increase teacher work productivity. The
transformational application requires a variable that
can mediate between leadership and teacher work
productivity, in this case, the conflict handler
variable.
4.5.3 HC Mediates SL to TWP, TFL to TWP
The results of this study empirically show that
servant leadership influences teacher work
productivity by handling conflict as an intervention.
Based on the direct effect of servant leadership
(0.374) greater than the indirect effect (0.069) on
teacher work productivity, conflict handling is not
mediated for servant leadership.
These empirical results show that
transformational leadership influences teacher work
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productivity by handling conflict as an intervening
variable. Based on the direct effect of
transformational leadership (-0.688) greater than the
indirect effect (0.007) on teacher work productivity,
the handling of conflict is mediation for
transformational leadership.
Conflict refers to perceived discrepancies or
differences in perceptions, expectations, and
opinions by the parties involved, [125]. Intra-group
conflict describes a situation where group members
have different views (have different opinions,
attitudes, and knowledge) or have interpersonal
incompatibilities with individual members. Previous
research stated that interpersonal conflict is a
multidimensional construction consisting of two
main dimensions, [126]. The first dimension is
related to cognitive-type conflicts, assimilating them
to task-related conflicts, and discrepancies related to
interests or approaches to how work should be,
[127]. The second dimension relates to relational-
type conflict and considers discord caused by
emotional incompatibility. Relationship conflict is
seen as interpersonal incompatibility, which usually
includes tension, hostility, and annoyance, [128].
Some empirical studies support the independence of
the two types of conflict, while others cast doubt on
their conceptual independence, [129]. Task conflict
is related to and correlated with relationship
conflict. This suggests that task conflict tends to
lead to or become relationship conflict, [129].
Servant leadership is based on the premise that
leaders who focus on prioritizing employee needs,
empathy, and ethical behavior are those who are
best able to motivate employees, [130]. Servant
Leadership is a type of leadership developed to
overcome a leadership crisis experienced by society.
Servant leaders tend to prioritize the needs,
interests, and aspirations of the people they lead
above themselves. The orientation is to serve, the
perspective is holistic and operates with spiritual
moral standards.
Researchers can conclude based on the findings
that to increase teacher work productivity, it is
necessary to support the ability to manage conflict.
Handling conflict properly can mediate the
relationship of serving leadership to create work
comfort that supports teacher work productivity.
Transformational leaders articulate realistic
visions of the future that can be shared,
intellectually stimulate followers, and pay attention
to differences among followers, [53], [54]. The
transforming effect these leaders can have on school
organizations as well as on individuals. By defining
the need for change, creating a new vision, and
mobilizing commitment to that vision, leaders can
ultimately transform school organization [55].
The results of this study empirically show that
handling conflict has a positive effect on the
teacher's work productivity variable. Based on the
results of standardized direct effects the conflict
handling variable (y) has an effect of 0.079 on the
teacher work productivity variable (see Table 10),
then H0 is rejected which means that the conflict
handling variable (y) has a positive effect on the
teacher work productivity variable.
Teacher work productivity is influenced by
many factors, such as the lack of facilities, human
resources in terms of quantity, and relationships
between people. Relationships between people that
are not good have the potential to cause conflict,
[131], [132].
As conflicts often occur in school organizations,
they can vary from mild disagreements to
emotional, win-to-lose confrontations.
Comprehensively it can be described as “a process
that begins when one party perceives that another
party has negatively affected, or is about to
negatively affect, something the first party cares
about”, [133]. The negative consequences of
conflict can impede communication, interfere with
cooperation or teamwork, interfere with the
production process, can even reduce products, create
dissatisfaction with work, individuals or personnel
experience pressure (stress), interfere with
concentration, cause anxiety, absenteeism,
withdrawal, frustration, and apathy, [134], [135].
The principal's role in conflict resolution is
generally unknown. The contemporary theory
recognizes that conflict between humans is
unavoidable. Conflict arises naturally from change
and can benefit school organizations if managed
efficiently. An atmosphere of tension, and hence
conflict, is thus essential in any school organization
that is committed to developing or working with
new ideas, [136].
Poor conflict management in school
administration can result in decreased discipline and
academic ability. The word conflict brings to mind
images such as antagonism, the struggle between
parties, processes of opposition, and threats to
cooperation.
The results of this study support the proposition
that transformational leadership has a positive effect
on the variable teacher work productivity by
handling conflict as an intervening (HC mediates
TFL against TWP) when leadership is seen as a
social process involving leaders, followers, and
social situations, conflict management is found to be
a filter through where leadership affects product
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performance. This study also shows that
transformational leadership has a positive effect on
teacher work productivity with the conflict handling
variable as an intervening variable (HC mediates
TFL to TWP). The mediating role of conflict
management in the leadership-performance
relationship has also been demonstrated in a study
of multi-industry organizations. Specifically, they
found that supportive, participatory, and
instrumental leadership styles have an indirect effect
on performance through their impact on
performance, [136]. Therefore, the role of mediation
in conflict resolution has been demonstrated using
different leadership models. The results of the study
show that school principals who can practice
conflict management are directly proportional to the
teacher's work productivity.
5 Conclusion
Based on the analysis that has been done, the results
indicate that TFL is a predictor for HC by 8.7% and
SL is a predictor for HC by 87.5%. SL is a predictor
for TWP of 37.4%. TFL for TWP of -68.8%. This
data shows that in a conflict situation what is needed
is an act of service the following conclusions can be
drawn (1) Servant leadership is a good predictor of
teacher work productivity and a solution for
handling conflict in schools; (2) when there is
conflict, transformational leadership is not a
solution; (3) conflict handling is directly
proportional to teacher work productivity, and (4)
conflict handling becomes a good mediator for
servant leadership and Transformational Leadership
for teacher work productivity.
This research contributes (1) to developing
human resources and developing principal
leadership competencies, maintaining and
developing and paying attention to the servant,
transformational, and empowering leadership and
handling conflicts to increase teacher work
productivity, and (2) to the literature on coaching
and developing human resources humans by
explaining the mechanisms and patterns of teacher
interaction by paying attention to servant and
transformational, handling conflicts on teacher work
productivity.
Acknowledgment:
We would like to extend our gratitude to M. Arifky
Zainaro, Ridwan, Usastiawaty Cik Ayu Saadiah
Isnainy, Tubagus Ali Pujakesuma, and Edy Irwan
who carried out statistical analysis and good
discussion partners.
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
Rias Tusianah, Bujang Rahman, Sudjarwo, and
Cucu Sutarsya carried out the research ideas and
quality control and organized and executed the
research.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
No funding was received for conducting this study.
Conflict of Interest
The authors have no conflict of interest to declare
that is relevant to the content of this article.
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