Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 718-733
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Eibel John Gaspersz (Influence of Transformational Leadership ….)
Influence of Transformational Leadership and
Teacher Collaboration on Teachers’ Ability in
Implementing Interdisciplinary Learning.
Eibel John Gaspersz
Pelita Harapan University, Jakarta 12930, Indonesia
tntheat39@gmail.com
INFO ARTIKEL
ABSTRACT
Article history:
Accepted: 3 June 2023
Reviced: 14 October 2023
Approved: 27 January 2024
Available online: 15 March 2024
In today’s world, it is not enough for students to just learn from a single-
track learning. Moreover, it is even more important for students as well as
teachers to tackle issue they learn in the classroom from various points of
views, one way is through an interdisciplinary learning approach. In
order for teachers to be competent in applying interdisciplinary learning,
the right type of leadership needs to guide these teachers. Besides the
right type of leadership, teachers cannot tackle a particular issue on their
own, there needs to be a collaboration among the teachers. The purpose
of this quantitative study is to analyse the influence of transformational
leadership and teacher collaboration on teachers’ ability in implementing
interdisciplinary learning at XYZ Schools. Forty-seven teachers at XYZ
Schools completed the online questionnaires. The path analysis through
PLS SEM method was employed to test the proposed hypothesis. The
results showed that transformational leadership has a positive influence
on teachers’ ability in implementing interdisciplinary learning. Added to
that, teacher collaboration has a positive influence on teachers’ ability in
implementing interdisciplinary learning. Also, transformational
leadership has a positive influence on teacher collaboration.
Keywords:
Interdisciplinary Learning
Teachers’ Ability
Teacher Collaboration
Transformational Leadership
©2024, Eibel John Gaspersz
This is an open access article under CC BY-SA license
1. Introduction
The 21st century has shifted today’s education from single-track learning to cross-subject
learning. Students and teachers are learning that underneath the various subjects and
disciplines there are connections and differences that can be drawn. Added to that, today’s
students need to explore relevant themes and issues and strive to explore ways to solve
problems through these connections.
One way of doing this is through interdisciplinary learning. However, this can come with
many challenges. It is a journey that demands educators to collaborate and come up with a
problem based or thematic approach to connect course content across various disciplines. In
trying to cohere various disciplines to a particular theme, teachers may face a few challenges
in trying to implement an interdisciplinary approach. One of these challenges is related to the
diversity of strategies and methods of each teacher in approaching a particular subject (Ibsen
& Eriksen, 2022). In a classroom, there is usually one teacher or an exchange of one teacher
that oversees the teaching and learning process of the students. But with interdisciplinary,
teachers need to set time to come together and learn to work with other teachers. These
teachers may have different teaching backgrounds, characteristics, teaching methods, teaching
skills which may add to the challenges (Ibsen & Eriksen, 2022).
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Vol. 15, No. 1, January 2024, Page: 718-733
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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With teachers having different types of teaching backgrounds striving to collaborate, an
ideal leadership style is needed so that interdisciplinary learning can run effectively. One of
those leadership styles is transformational leadership, especially in the world of education. So
for schools to go far and reach their full potential, the leaders of the school need to be aware of
the teachers’ wellbeing and guide them so that teachers can have the ability to implement
teaching and learning strategies such as interdisciplinary learning. In leading and managing the
school, the school leaders are also expected to create a system where the teachers can work
together, improve, and carry out their professional duties as good as possible, such as
implementing interdisciplinary learning. A teacher’s work performance needs to be
accompanied by good cooperation between teachers who then become the driving force for
teachers to work and implement interdisciplinary learning even better. In every activity such as
interdisciplinary learning, the teachers don’t only teach the students, but they also need to
cooperate with other teacher. The collaboration is carried out so the goal of interdisciplinary
learning will be achieved, and by doing so, teachers can prepare students to face the challenges
of the 21
st
century.
Leadership is a crucial process where a person influences others to become subordinates
in achieving a common goal (Muliati et al., 2022). It involves personal skills that can guide the
group towards joint efforts towards achieving specific goals (Syahrani et al., 2022 & Endiana
& Sudiartana, 2015). Leadership also plays a role in strategically organizing members within
an organization (Syahrani et al., 2022). It involves an action taken by an individual or group to
coordinate and provide direction to others. A leader has the authority to direct and motivate
their followers, enabling them to achieve specific goals together (Syahrani et al., 2022).
Furthermore, studies also show an individual’s initiative and creativity, as well as exemplary
and charismatic leadership, play a guiding role in inspiring employees to engage in innovative
work behaviours (Miao, Lu, Cao, & Du, 2020).
According to Northouse, 2019, Bass & Riggio, 2006, Matar, Aldhaheri, & Nuussari, 2019,
transformational leadership has 4 factors:
a. Idealized Influence: Another word for this is charisma. This factor deals with the emotional
component in where leaders strive to be role models for their followers. It is also
characterised by the leader’s high standards of moral and ethical actions which provides
followers with a vision and mission to follow.
b. Inspirational Motivation: Transformational leaders also communicate these high standards to
their followers and inspiring them to go beyond and achieve more than their own
expectation. This can be done through encouraging words and motivating speeches.
c. Intellectual Stimulation: Transformational leaders also stimulate their followers to be
creative and innovative. They push their followers to challenge what they believe and
encourage followers to engage in careful problem solving.
d. Individualized Consideration: Lastly, transformational leaders act as coaches and advisors.
This is proved by a supportive environment in where they take the time to listen to the
individual needs of the followers. Transformational leaders also act as coaches in where they
help followers grow through their challenges.
In regard to their interaction with others, transformational leaders motivate and move
others to do more than initially planned and often even more than they thought possible (Nuel,
K, Nnenne, & Ifeoma, 2021). So even with the initial plans laid out, a transformational
leadership pushes the followers to go beyond what is expected. It is said that leaders who
apply this type of transformational leadership will tend to spur their followers to produce work
beyond what is expected, namely by changing the vision, becoming an example, providing
support, and stimulating the desire to change for the better (Purwanto, Purba, Bernarto, &
Sijabat, 2021, p. 62). This is because, followers have trust, admiration, loyalty, and respect for
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Vol. 15, No. 1, January 2024, Page: 718-733
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their leaders, so they will easily do more work than expected (Purwanto, Purba, Bernarto, &
Sijabat, 2021, p. 62). Not only in achieving beyond what is expected, Al-husseini & Elbeltagi
(2018) also define transformational leadership as leadership that stimulates and inspires people
to improve their individual performance and improve the organisational effectiveness. So as
the name suggests, transformational leadership is a leadership style that has an element of
motivation which focuses on the process of changing and transforming people for the better
good.
In a school environment, Leithwood (2021), Marks & Printy, (2003), and Galloway &
Ishimaru (2015) state the main dimensions of transformational leadership are in:
a. Setting Directions which includes building a shared vision; identifying goals: creating high
performance expectations; and communicating the vision and goals.
b. Building Relationships and Developing People which includes stimulating growth and
demonstrating consideration for each individual member in the school environment. This
also involves establishing productive working relationships with teachers.
c. Designing the Organisation to Support Desired Practices which includes building
collaborative cultures and distributing leadership.
d. Improving the Instructional Program which includes staffing the instructional program;
providing instructional support; and monitoring student learning and school improvement
progress.
e. Securing Accountability which includes building staff members with a sense of internal
accountability and meeting eh demands for external accountability.
In a school organisation, teachers are encouraged towards collaborating with other
teachers to successfully accomplish their goal as a teacher. Many researchers have also shown
that teacher collaboration have helped in successfully implementing innovative, student-
centred, and collaborative learning methods (Vangrieken et al. 2015, Ghedin & Aquario, 2020,
Slavit et al. 2011). Teacher collaborations has also shown to prompt teachers to using more
innovative pedagogies (Ghedin & Aquario, 2020, Vangrieken, et al. 2015). However, an
important characteristic of collaboration is its tasks realted focus, including working, and
reflecting together for job related purposes to target a common goal throughout common
activites such as professional development and improvement of student achievment
(Walędziak et al 2019).
With that being said, Vangrieken et al. (2015) mentions these key concepts on teacher
collaboration:
a. Professional (learning) community (P(L)C)
A professional learning community (PLC) is a collaborative culture of teachers in schools,
characterized by shared values and vision. It involves teachers working together with a
common set of students to collaborate on shared practice problems and improve student
achievement outcomes. PLCs collect, analyze, and evaluate information about teaching
practices and student performance, fostering a learning-oriented environment (Zito, 2015).
b. Community of Practice (CoP)
CoP is a socially interdependent teacher community that engages in discussion and
decision-making, sharing knowledge and examining instructional practices, student learning,
and performance. It focuses on ways to maintain, improve, adjust, develop, or discontinue
these areas, ensuring a shared identity, shared domain, goals, and interactional repertoire (Zito,
2015).
c. Team
A team is a group of individuals who work together to achieve shared goals, sharing
responsibility and holding each other accountable. They are interdependent and committed to
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Vol. 15, No. 1, January 2024, Page: 718-733
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Eibel John Gaspersz (Influence of Transformational Leadership ….)
the common purpose, requiring equal participation and participation in meetings. This
interdependence is crucial for effective teamwork (Zito, 2015).
d. Group
A group can be defined as a collection of individuals who share a common social
categorisation and identity, but the focus remains on individual goals and individual
accountability. It can be discerned from a team by the fact that groups do not have to comply
with all criteria of a team as described above.
Added to that, de Jong, Meirink, & Admiraal (2019), da Ponte & Quaresma (2019), and
Martin (2014) describe as school-based teacher collaboration as:
a. Storytelling and scanning for ideas
Occasional exchange of experiences among colleagues which can take place in the
hallway or in the staff room with the aim of providing informational and social support. Here
educators look for precise concepts, answers or validations through quick casual experience
exchanges.
b. Aid and assistance
Teacher interactions with the ready availability of mutual aid or help. Teachers share ideas
and give each other advice, mostly on specific difficult or problematic teaching situations. Da
Ponte & Quaresma (2019) describes this relation as unidirectional and unequal becauce
eventually the individual teacher becomes the sole decision maker.
c. Sharing methods and materials
Besides giving advice, teachers share with each other actual materials and methods with
regard to the curriculum and instruction. Meaning, this specifically involves the exchange of
resources, methods, ideas and opinions, and involves some level of exposition of the teachers
regarding his/her colleagues (da Ponte & Quaresma, 2019). Added to that, de Jong, Meirink, &
Admiraal (2019) state that this involves moderate levels of interdependence amongst teacher.
d. Joint work
Joint work fosters high levels of interdependence among teachers, promoting critical
inquiry, sustained practice scrutiny, analysis, and improvement. This collaborative approach
involves teachers trying, testing, and evaluating learning and teaching results. Donohoo &
Mausbach (2021) differentiate between goal and task interdependence, stating that goal
interdependence depends on the goal leaders encourage, while task interdependence refers to
the interconnectedness of teachers based on collaborative tasks.
In regard to interdisciplinary learning, and with how the world is changing through more
advanced technology and the rise of various social issues, there is a level of expectations in
place for educators and students. You (2017) states that even with these expectations, many
scholars believe that the current state of education is not preparing students to be creative,
collaborative problem solvers. However, You (2017) believes that interdisciplinary learning
method provides the opportunity for students to see cross-curricular connections that would
lead them to a more meaningful learning experience.
To define interdisciplinary learning, Wood (2015, pp. 2-8) states that interdisciplinary
learning has at least four different unique characteristics:
a. Interdisciplinary studies are organized into comprehensive unit plans focusing on a
specific topic, theme, or problem, involving multiple academic subjects or fields. These
studies should be related to real-world issues (Hubert, 2021). The organization and design
of an interdisciplinary approach can be activity-centered or backward design. Activity-
cantered studies focus on specific lessons and activities, followed by unit objectives and
assessments. Backward design starts with unit objectives and determines lesson and
activities that align with the objectives.
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Vol. 15, No. 1, January 2024, Page: 718-733
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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b. Interdisciplinary studies utilize academic disciplines' skills and techniques to investigate
topics, themes, or problems. Students are encouraged to participate in the planning process
by guiding them with essential questions and applying techniques from various disciplines.
This approach helps students observe connections between disciplines and creates
engagement through real-world context, connections, and relevance. Students learn not
only about the connections between disciplines but also how they correlate with the real
world.
c. Interdisciplinary studies emphasize mastering both content and processes related to a topic,
theme, or problem. Teachers play a crucial role in this process-focused approach, focusing
on relevant skills and ways of knowing for each subject, rather than solely on content (de
Fouw et al, 2020).
d. Interdisciplinary studies accommodate student diversity by providing for the
differentiation of student investigating and reporting techniques. Wood describes 4
elements to be considered in differentiation of instructions:
1) the content that is taught
2) the different opportunities students are given to process the information
3) various ways students can complete their culminating products
4) various ways students work to gain information
Furthermore, Peters-Burton & Holincheck (2020, p. 8) state that there are four approaches
in implementing the interdisciplinary model of learning:
1) Fusion: Teachers combine two or more subject into a new course.
2) Integrated: Teachers use overarching concepts and emergent patterns to reorganize
subject areas. Usually, one subject area takes the lead.
3) Shared: Teachers share the planning and discover emergent topics that appear when
they overlap the content areas.
4) Webbed: Teachers apply a theme to different content areas for the purposes of
illuminating concepts and ideas in each content area.
Seeing Peter-Burton and Holincheck’s approach in implementing interdisciplinary model
of learning, it is clearly seen that the teachers’ ability to collaborate and connect through
various subjects plays an essential role in implementing interdisciplinary.
In addition, Wood (2015, p. 20) & de Fouw et al. (2020) state that teachers must possess
these following abilities to implement interdisciplinary learning in the classroom:
1) A compatible approach in the educational philosophy of constructivism:
2) A considerable store of knowledge
3) Excellent skills in classroom management
4) Skill in planning lessons, interdisciplinary units, and multidisciplinary units
5) Skills in the use of instructional technology
6) The ability to collaborate with others in the school community.
Obviously, the interdisciplinary approach is not something that can be done alone by one
teacher. Wood (2015) suggests that teachers work with other specialist that can add
significance to the study. The teachers must have a scheduled time for collaboratively
planning in which they design the interdisciplinary units from its unit objectives to the
assessments. Another important part in the collaborative planning is determining how each
teacher will relate the lessons in their classes to the unit topic or theme. Apart from planning,
teacher can use the planning time to share knowledge and exchange information on the
progress of the students. As it pertains to in the classroom, each teacher needs to teach the
academic skills and the process related to the theme or topic of the interdisciplinary
approach.
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Vol. 15, No. 1, January 2024, Page: 718-733
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Moreover, the purpose of this study is to 1) analyse if transformational leadership has a
positive influence on teachers’ ability in implementing interdisciplinary learning, 2) analyse if
teacher collaboration has a positive influence on teachers’ ability in implementing
interdisciplinary learning 3) analyse if transformational leadership has a positive influence on
teacher collaboration.
Added to that, the researcher hopes that the result of this study have the following
benefits: 1) For leaders: help leaders be more effective with promoting and encouraging
teachers in interdisciplinary learning, 2) For academics: This research can be used as material
studies or references for further research on transformational leadership, teacher collaboration,
and interdisciplinary learning, 3) for other researchers: this research gives an opportunity for
other researchers to be able to deepen their knowledge and theoretical concepts on the topic of
transformational leadership, teacher collaboration, and interdisciplinary learning,
2. Method
This quantitative research examines the impact of transformational leadership on teachers'
interdisciplinary learning implementation at XYZ Schools. Using descriptive research design
and hypothesis testing, the study aims to determine if transformational leadership positively
influences teachers' ability to implement interdisciplinary learning, a positivistic method based
on positivism philosophy.
This research was conducted online among various XYZ Schools namely: Lippo Village,
Manado, Holland Village, Palembang, Daan Mogot, Kupang, Jember, Bangka, Lubuklinggau,
and Makassar. The time of the research started on September 2023. The researcher conducted
the research in these schools because these schools were available and willing to participate in
the research.
In doing this research, the researcher took these following steps: 1) Preparation: The
researcher reviewed literature, conducted interviews, and developed indicators for a
questionnaire on interdisciplinary learning in XYZ Schools, supporting the research's
background. 2) Implementation: The researcher validated the questionnaire questions and
collected data by sending Microsoft Forms to interdisciplinary learning teachers at XYZ
Schools. 3) Data Management: The researcher analyzed questionnaire results using Smart PLS
to examine the impact of transformational leadership and teacher collaboration on
interdisciplinary learning implementation, aiming to describe and analyze relationships
between variables.
The researcher used convenience sampling to gather data from XYZ schools in Indonesia.
The researcher contacted the principals and head of schools to ask permission to distribute
questions to them. These teachers and leaders had experience in implementing
interdisciplinary learning. The researcher obtained 47 teachers from these schools who have
implemented interdisciplinary learning in their classrooms. The researcher used the census
method and questionnaires via Microsoft Form to gather primary data from XYZ teachers, as
they cannot provide in-person responses due to distance. The research instrument used in
this study was in a form of questionnaire with the Likert scale as the mode of measurement
namely: strongly agree, agree, neutral, disagree, and strongly disagree. These choices will also
range in score from 1-5, strongly agree being 5 and strongly disagree being 1.
This quantitative research used descriptive statistic and inferential statistic. The
descriptive statistic was used by the researcher to study the data that has been collected and
present it graphically. The inferential statistic is to test the convergent validity and the
discriminant validity by using the Smart PLS application. By using PLS-SEM, the researcher
analyzed in two steps namely: outer model and inner model. To summarize, the rule of thumb
outer model can be seen through the following table:
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Vol. 15, No. 1, January 2024, Page: 718-733
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55%
45%
Grade Level
SMP
SMA
Table 1
Outer Model
Parameter
Rule of thumb
Convergent Validity
Loading Factor
>0.7
Average Variance Extracted
>0.5
Discriminant Validity
Cross Loading
>0.7
Square root of AVE
Square root of AVE > correlation
between the latent constructs
Reliability
Composite Reliability
>0.7
To summarize, the rule of thumb inner model can be seen through the following table:
Table 2
Parameter
Rule of Thumb
Variance Inflation Factor (VIF)
VIF < 5
R
2
0 ≤ R
2
≥ 1 (closer to 0 shows model as
weak, closer to 1 shows model as
strong.
p ≤ 0 or p ≥ 0
p ≤ 0, hypothesis is rejected
p > 0 hypothesis is accepted
The statistical hypothesis in this research are as follows:
1) H0: p ≤ 0
H1: p > 0
There is a positive influence between transformational leadership and teachers’ ability in
implementing interdisciplinary learning.
2) H₀: p ≤ 0
H1: p > 0
There is a positive influence between teacher collaboration and teachers’ ability in
implementing interdisciplinary learning.
3) H0: p ≤ 0
H1: p > 0
There is a positive influence between transformational leadership and teacher collaboration.
3. Result and Discussion
In this research, the researcher was able to collect 47 respondents from 10 XYZ schools
across Indonesia. The respondent profile was differentiated through position, grade level, and the
subject implemented in the interdisciplinary learning. The data analysis was carried out by the
researcher based on the 47 respondents that responded to the questionnaire at XYZ Schools
across Indonesia. The data description is based on: grade level, subject implementation, and
teacher training which can be seen in the table below.
Picture 3
Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 718-733
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Eibel John Gaspersz (Influence of Transformational Leadership ….)
Picture 2
Picture 3
The distribution of answers for each variable namely transformational leadership (TL),
teacher collaboration (TC), and teachers’ ability in implementing interdisciplinary learning
(TA) can be seen in each table below.
Table 4
No. Item
Transformational Leadership Answer Frequency
1
2
3
4
5
TL4
0%
0%
2%
49%
49%
TL5
0%
2%
4%
57%
36%
TL6
0%
0%
6%
62%
32%
TL9
0%
0%
4%
64%
32%
TL10
0%
0%
6%
68%
26%
TL15
0%
0%
11%
53%
36%
TL16
0%
2%
6%
60%
32%
TL17
0%
4%
2%
53%
40%
TL18
0%
4%
4%
62%
30%
TL20
0%
0%
4%
53%
43%
TL21
0%
0%
9%
55%
36%
TL22
0%
9%
15%
55%
21%
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TL23
0%
4%
11%
49%
36%
TL24
0%
4%
11%
60%
26%
TL25
0%
2%
4%
49%
45%
TL26
0%
2%
6%
45%
47%
Average
0%
2%
7%
56%
35%
Table 5
Table 6
No. Item
Teacher Collaboration Answer Frequency
1
2
3
4
5
TC4
0%
2%
4%
47%
47%
TC5
0%
2%
4%
49%
45%
TC6
0%
2%
4%
55%
38%
TC7
0%
2%
15%
51%
32%
TC8
0%
2%
13%
60%
26%
TC9
0%
2%
4%
53%
40%
TC10
0%
2%
6%
47%
45%
TC11
0%
2%
6%
47%
45%
TC12
0%
2%
6%
57%
34%
Average
0%
2%
7%
52%
39%
No. Item
Teachers’ Ability in Implementing Interdisciplinary Learning Answer Frequency
1
2
3
4
5
TA13
2%
4%
19%
62%
13%
TA14
2%
0%
6%
79%
13%
TA15
0%
2%
13%
57%
28%
TA16
0%
2%
6%
53%
38%
TA20
0%
2%
11%
62%
26%
TA21
0%
4%
17%
60%
19%
TA22
2%
4%
40%
45%
9%
TA23
0%
4%
13%
66%
17%
TA24
0%
4%
13%
66%
17%
TA25
0%
2%
23%
60%
15%
TA26
0%
2%
19%
66%
13%
TA27
0%
2%
19%
64%
15%
TA28
0%
2%
32%
53%
13%
TA29
0%
2%
19%
60%
19%
TA30
0%
2%
4%
55%
38%
TA31
0%
2%
6%
53%
38%
TA32
0%
2%
6%
47%
45%
TA33
0%
2%
6%
45%
47%
TA34
0%
2%
9%
47%
43%
TA35
0%
2%
9%
47%
43%
Average
0%
3%
15%
57%
25%
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In terms of inferential statistics, the researcher used the outer model testing as follows.
The convergent validity testing can be seen through the average variance extracted (AVE)
value and the outer loading. The result of the AVE and outer loadings can be seen in the tables
below.
Table 7
Validity Test with AVE Table
Variable
Average Variance Extracted (AVE)
Transformational Leadership
0,57
Teacher's Collaboration
0,79
Teachers Ability in Implementing Interdisciplinary
Learning
0,62
Table 8
Validity Test with Outer Loadings Table
Variable
Item
Outer Loadings
Transformational Leadership
TL10
0.67
TL15
0.70
TL16
0.85
TL17
0.91
TL18
0.83
TL20
0.72
TL21
0.70
TL22
0.75
TL23
0.80
TL24
0.79
TL25
0.70
TL26
0.70
TL4
0.69
TL5
0.72
TL6
0.77
TL9
0.68
Teacher's Collaboration
TC10
0.94
TC11
0.94
TC12
0.92
TC4
0.93
TC5
0.90
TC6
0.90
TC7
0.77
TC8
0.85
TC9
0.85
Teachers Ability in Implementing
Interdisciplinary Learning
TA13
0.69
TA14
0.82
TA15
0.74
TA16
0.79
TA20
0.75
TA21
0.69
TA22
0.73
TA23
0.78
TA24
0.81
TA25
0.89
TA26
0.88
TA27
0.85
TA28
0.75
TA29
0.79
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TA30
0.72
TA31
0.74
TA32
0.83
TA33
0.84
TA34
0.81
TA35
0.82
To test the discriminant validity there are two ways namely: comparing the square root
of the AVE for each variable and the cross loading of each variable should be above 0.7. The
results can be seen in the table below.
Table 9
The reliability test is carried out to rest the consistency of each construct by paying
attention to the composite reliability value from all the indicators. The results can be seen in the
table below.
Table 10
The inner model is used to estimate the relationship between the variables. The inner
model testing in this research uses the Variance Inflation Factor (VIF) value, and the R-
Squared and path coefficient value obtained from SmartPLS. The results can be seen in the
table below.
Table 11
Discriminant Validity Table
TL
TC
TA
TL
0.75
TC
0.55
0.89
TA
0.48
0.71
0.79
Reliability Tests with Cronbach's Alpha and Composite Reliability Table
Variable
Cronbach's alpha
Composite Reliability
Transformational Leadership
0,97
0,97
Teacher's Collaboration
0,97
0,97
Teachers Ability in Implementing Interdisciplinary
Learning
0,95
0,97
Inner Collinearity Statistic (VIF)
Variable
Teacher's Ability in Implementing
Interdisciplinary Learning
Teacher's Collaboration
Teacher's Ability in Implementing
Interdisciplinary Learning
Teacher's Collaboration
1,44
Transformational Leadership
1,44
1
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Vol. 15, No. 1, January 2024, Page: 718-733
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Eibel John Gaspersz (Influence of Transformational Leadership ….)
Table 12
As a result, the research model obtained using path analysis is as follows:
Picture 4
With the results shown, the results of the researcher’s hypothesis testing can be
concluded in the table below.
Based on the testing of the first hypothesis, the variable transformational leadership has a
positive influence on teachers’ ability in implementing interdisciplinary learning with a path
coefficient of 0.11.
Hypothesis
Path coefficient
Transformational Leadership >> Teachers’ ability in
implementing interdisciplinary learning.
0,111
Teacher collaboration >> Teachers’ ability in
implementing interdisciplinary learning.
0.651
Transformational Leadership >> Teacher
Collaboration
0,551
Hypothesis Test Results Table
Path
Hypothesis
Result
TL → TA
Transformational leadership on teacher's ability in
implementing interdisciplinary.
Supported
TC → TA
Teacher collaboration on teacher's ability in
implementing interdisciplinary.
Supported
TC → TL
Transformational leadership on teacher collaboration
Supported
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Although there isn’t specific research that explicitly says so, according to de Fouw,
Klaassen, & van der Tang (2020), interdisciplinary learning requires teachers to go the extra
mile especially in terms of designing and preparing for the lessons to be more creative and
think critically about a certain issue that they want their students to learn about. This is in line
with the role of a transformational leadership which states that transformational leadership not
only sets high standards and communicates them but also, they motivate their followers to go
beyond and achieve more than expected and engage followers in thinking ctirually and problem
solving (Northouse, 2019, Bass & Riggio, 2006, Matar, Aldhaheri, & Mussari, 2019). The
indicators that support this is inspirational motivation and intellectual stimulation.
The response the researcher received from the questionnaire also supports this in TL5 which
shows a 57% agree that the leaders set the high standards and communicates them, TL9 which
shows 64% agree that the leaders push their teachers to think critically about various issues,
and TL10 which shows 68% agree that the leaders push their teachers to think critically about
various issues. And also in terms of the teachers ability, a majority of the respondents agree
that they are involved in thinking critically about making lessons to be more creative and think
critically about interdisciplinary learning process (TA26 & TA27).
Based on the testing of the second hypothesis, the variable teacher collaboration has a
positive influence on teachers’ ability in implementing interdisciplinary learning with a path
coefficient of 0,65.
Because interdisciplinary learning encourages teachers to ensure students to view a specific
theme/topic through different perspectives (Wood, 2015), team teaching can aid teachers in
giving students an expanding worldview and diverse perspective on a certain topic or theme
(Little & Hoel, 2011). Also in teacher collaboration, it helps students increase their
understanding on a certain subject, students’ interest, increase willingness to learn, and
improves students’ overall course performance (Kostko, 2019), which is an ability teachers
need to have in interdisciplinary learning. The questionnaire item TC12 supports this saying
that teachers work together in the teaching and learning experience with 57% responded with
agree and 34% responded with strongly agree. Also, TA26 support this in saying the teachers
design lessons that interest students with 66% respondents agree and 13% strongly agree and
TA27 which states teachers design units that involve students to be active with 64%
respondents agree, and 15% strongly agree.
Based on the testing of the third hypothesis, the variable transformational leadership has a
positive influence on teacher collaboration with a path coefficient of 0,55.
As Michael Fullan (2014) mentions, one importance of leadership is in strengthening
collaboration and which has a positive impact on the organisational and systemic improvement.
He also goes on to mention that school leaders who show a positive example of continuous
learning will have a positive impact in the process of creating improvement in the collaborative
culture of teachers. This character of striving to improve and being a positive impact does go
hand in hand with the dimension of transformational leadership that aims to be a role model for
their followers and push their followers to beyond and keep improving. In questionnaire item
TL17 53% of the respondents agree that leaders show integrity and 40% of the respondents
strongly agree. And in questionnaire item TC11, 47% of the respondents agree that each
teacher contributes in the collective task and 45% strongly agree.
4. Conclusion
This research looked to study 3 variables namely, transformational leadership, teacher
collaboration, and teachers’ ability in implementing interdisciplinary learning. This research
was conducted towards the teachers at XYZ Schools across Indonesia. Here are the results of
the research:
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ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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1) Transformational leadership has a positive influence on teachers’ ability in
implementing interdisciplinary learning.
2) Teacher collaboration has a positive influence on teachers’ ability in implementing
interdisciplinary learning.
3) Transformational leadership has a positive influence on teacher collaboration.
This transformational leadership style is an important factor that positively influences
teachers’ ability in implementing interdisciplinary learning. However, this transformational
leadership must start at the very top of the school namely head of school, so that it will trickle
down to the other leaders such as the CCTT’s that are also working closely with the teacher in
each unit. But it should not just stop with the appointed leaders at the school such as the head of
school, principal, CCTT and others. Each teacher in their classroom is also a leader. Teachers
also need to be transformational leaders in their respective classrooms, as they motivate,
influence, intellectually stimulate, and consider each of their students.
Teacher collaboration is crucial for implementing interdisciplinary learning and
preparing students for the future. It involves sharing responsibility and belonging among
teachers at XYZ, ensuring they do their best for the benefit of students. As teacher collaboration
increases, it will improve their ability in interdisciplinary learning, real-world preparation, and
broader perspectives.
Transformational leadership positively influences teacher collaboration at XYZ. Leaders
who serve as positive role models for their teachers, especially in responsibilities, encourage
them to follow suit and fulfil their responsibilities in joint work, fostering a culture of
collaborative teaching.
The researcher suggests future research should use different data collection instruments,
such as interviews or interviews with teachers or students, to deepen and support the data. Also,
because the study's subject was limited to a few teachers from each school, the variables were
also limited. In the future, the subjects can be broadened to explore more variables. Further
research should explore other factors influencing teachers' ability to implement interdisciplinary
learning.
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