Leadership style, Environmental Factors, and Job Satisfaction as Correlates to Headmaster Performance in Selected High Schools in Jakarta

The performance of educational institutions is closely linked to the effectiveness of the headmasters’ performance. Thus, this study aims to analyse the direct or indirect influence of leadership style, environmental factors and job satisfaction on the performance of the high school heads in Jakarta. With a research sample of 240 teachers, this study examined the teachers’ perception on the variables studied. The study used path analysis with partial smart software at the square minimum. All tested data can be considered with r > 0.70. The result of the analysis showed direct influence of leadership style and environmental factors on job satisfaction, style of leadership, environmental factors and job satisfaction in relation to the performance of school leaders, the influence of leadership style through job satisfaction on the performance of school leaders indirectly and the outcome of environmental factors through job satisfaction on the performance of school leaders indirectly. Environmental factors at the site of learning activities during the pandemic require improvements for teachers and students.


Introduction
Indonesia is one of the largest multicultural countries in the world. Jakarta, the capital of the Republic of Indonesia, has many nationalities, several ethnic groups, a variety of religions, and a diversity of cultural customs, making it the melting pot of multiculturalism. The socio-cultural and geographical conditions of the country, which are so complex, diverse and extensive, the diversity of the multicultural society lies as a rich nation (Lestari, 2015). This posed both challenges and opportunities to educational institutions. While Jakarta aims to match the education quality of big cities in the world, the quality level of schools in Jakarta varies greatly. For example, the quality services of the public schools differ with the performances of school principals. The financial operations of public schools are governed by both local and central governments standards, which can greatly affect the quality of schools. The other elements that distinguish the quality of the school are location, geography, and additional school costs other than the government subsidies (Farooq et al., 2017). Thus, schools as non-profit organizations that provide services to the community must have an effective leadership to advance education. As generally perceived, schools with higher tuition fees provide better academic quality (Chen, 2017).
In terms of school leadership, principals who can build public relations, such as involving the parent-teacher association in school management, get school resources from community participation. Public relations build mutual understanding and create a good image of the school (Hastomo & Andriyani, 2020). The legal basis for community involvement in education financing states that the government, local government, and the community are deploying existing resources following applicable laws and regulations (Law of the Republic of Indonesia, 2003). The election of school principals in Indonesia does not involve the community; it is carried out by the government based on a predetermined criterion (Peraturan Menteri Pendidikan, Nomor 40, 2021).
The requirement for prospective principals with minimum rank of 3b is equivalent to a teaching experience between four and eight years. This is comparatively lower than the condition set forth in Malaysia for principals with an average teaching experience of 23 years (Bush, 2021). Thus, the leadership of any elected principal does not necessarily follow the expectations of the community as a partner in improving the quality of education.
There are several factors affecting performance of school heads. For instance, leadership, work environment, and employee job satisfaction can affect the principal's performance. Effective leadership can mobilize all elements in the school to explore the sources and utilization of educational resources. While performance effectiveness is doing something right and on target in achieving the goal (Niswaty et al., 2019), the leadership is the driver of all elements to improve performance both individually and in groups (Hersona & Sidharta, 2017). In the most recent chaos, the changes in the work environment during the COVID-19 pandemic has also changed the perception of teachers due to the education platforms from chastening in school to teaching online from home or elsewhere. It has eventually affected job satisfaction as Raziq and Maulabakhsh (2015) affirmed that work environment has a significant impact on job satisfaction. Working from home with a totally different environment affects job satisfaction (Davidescu et al., 2020) as the educational institutions opted the online learning.

Headmaster' Performance (HP)
The effectiveness of the client's performance is the degree of success that the client demonstrates for its work by fulfilling its duties and responsibilities. On the basis of Article 15, the workload of the headmaster is completed in order to fulfill the main tasks of organizational, entrepreneurial development and supervision of teachers and pedagogical staff (Permendikbud No. 6, 2018). For instance, a principal has a great responsibility and must have the tenacity to achieve the effectiveness of his performance (Virgana & Lapasau, 2019). As such, effective performance is required for organizations to anticipate future needs (Loughlin & Priyadarshini, 2021). To achieve the effective performance of a leader, organizations must provide time for focus and concentration of the mind (Fu et al., 2021). Based on these concepts, this study argues that the headmaster's performance in carrying out duties for a certain period is indicated by carrying out managerial, entrepreneurial development, supervision, efficiency, and effectiveness.

Leadership Style (LS)
Leadership style is a feature of leadership that is used to achieve the goals of the organization by pursuing vision and mission. Similarly, leadership is the ability of a single group of people to achieve goals by following the organization's vision and mission (Langton et al., 2016;Robbins & Judge, 2013). Leadership is what gives direction in carrying out organizational goals (Kasyadi & Virgana, 2021). Leadership is an essential variable in improving organizational 4 | International Journal of Educational Management and Development Studies, Volume 3 Issue 2 performance (AlNuaimi et al., 2021;Fries et al., 2021) while leadership style has an impact on the performance of the organization (Mullins, 2005). As such, the headmaster's leadership must adjust to the conditions of the organization and its people (Chen, 2017). Based on these descriptions, leadership style is a specific behavioral pattern of the leader in guiding their subordinates both individually and in groups in achieving goals as indicated by level of trust, adherence to stores, experience in driving, decision-making and responsibility.

Work Environment (WE)
Environmental factors refer to the completeness of facilities and infrastructure and the social aspects that support workers in carrying out their work. These are physical equipment in the office as a tool for smooth work (Narasuci et al., 2018) and consists of the physical environment in the workplace and the relationship between subordinates and leaders (Prakoso, 2014). Some researchers found that factors in the school environment include administrative support, relationships with workmates, workload, and job autonomy (Fernet et al., 2016). As such, the school environment should be healthy for students to learn comfortably (Saluja et al., 2018;Rothman et al., 2021). Based on these concepts, the environmental factors include the physical and non-physical work environment as elements in working comfortably to achieve the objectives as indicated by office completeness, the convenience of the room, relationship with the leadership, office location, and supporting factors.

Job Satisfaction (JS)
Job satisfaction relates to a person's positive feelings towards their work based on their evaluation of the organization (Arifin et al., 2019). It is a pleasant emotional state of job assessment or work experience (Colquitt et al., 2015). Achieving employee job satisfaction is positively related to employee retention (Bezdrob & Šunje, 2021). Thus, job satisfaction does not stand alone and depends on other variables (Hassan & Ibourk, 2021). For instance, teacher's job satisfaction in school organizations will positively influence other employees' environments and the work motivation of other employees (Sadeghi et al., 2021). Based on these references, the study premises that employee job satisfaction is a positive sense of work of a person following the standard position as indicated by love of work, homework, awards, and social security.
The results of several previous studies on job performance as an endogenous variable showed different variables and research methods such as leadership style, job satisfaction toward teacher high school performance through the use of multiple regression (Elmazi, 2018;Susilawati et al., 2021), leadership and motivation on teacher's performance using multiple regression of SPSS 21 (Ramsiah et al., 2021), education level and satisfaction with the teacher performance using Smart-PLS (Pongpalilu & Ali, 2022), job satisfaction and wellbeing on teachers' job performance using Smart PlS (S Pavan, 2022), job satisfaction on elementary school teachers' performance in Districts of the Division of Misamis Occidental (Baluyos et al., 2019) and the effect of school environment on elementary teachers in Uganda (Kigenyi et al., 2017). There were also other researches involving non-teachers' performance. For example, the effects of organizational culture and leadership style on employee performance by gender using linear regression multiple with 400 samples (Maamari & Saheb, 2018), the influence of organizational culture and leadership on business performance using linear regression of multiples with 360 samples (Yildirim & Birinci, 2013), the impact of leadership style, work environment and organizational culture on employee performance as well as the effect of professionalism and control location on the auditor's work performance with work motivation as an intermediate variable using linear multiple regression with 46 samples (Siregar & Nahumury, 2015), the impact of leadership style, work environment and organizational culture on employee performance in the Makassar Industrial Zone, Indonesia through Structural Equation Model (SEM) with 450 sample (Taty & Basir, 2016), improvement of employee performance through work motivation and selfefficacy mediated by job satisfaction though Structural Equation Model (SEM) with 77 samples (Ayundasari et.al., 2017) and influence of leadership style and organizational culture on organizational performance through job satisfaction at PT Telekomunikasi Indonesia through the use of path analysis with 70 sample (Ariyawan et al., 2018). These studies clearly indicated the various variables and indicators of effective performance. Through these studies, the various indicators of headmasters' performance were identified and developed.
This study focuses on school heads' performance using Structural Equation Model. Based on the theory and background discussed, the research design is developed as shown in Figure 1.
This research identified the indicators of school heads' performance as leadership style, work environment and job satisfaction. Mainly, this study aims to analyze if: 1. Leadership style and work environment directly affect job satisfaction.
2. Leadership style, work environment, and job satisfaction directly influence school heads' performance.

Data collection
There were four groups of questions: leadership style, job satisfaction, work environment and work performance. The rating scale used for all variables has five categories of response There were two parts to the questionnaire: Part 1 demographic data. In this section, the respondents were asked to complete their profile such as age, gender, educational qualifications, work experience, and subject.

Findings and Discussions
The analysis of the outer model Smart-PLS in this study obtained valid and invalid data as shown in table 1, table 2, table 3, table 4 Any items of a valid instrument with the requirement r > .70, an invalid device were not used for analysis.   Table 5 shows that the reliability value of Cronbach's Alpha and Composite, which are r > .70 and Average Variance Extracted (AVE), has a value of r > .50. Thus, it can be concluded that all indicators are consistent in measuring their construction to continue the research.
The next step is to determine the coefficient of T-statistics as a research hypothesis testing.
The calculation results of Smart PLS Bootstrapping produce T-statistics as shown in Figure 2, with summary results of calculating the direct and the indirect effect in Table 6. The calculation results of Smart PLS Bootstrapping Table 6 The direct effect and indirect effect Based on bootstrapping analysis, PLS generates direct and indirect influence among the variables as Table 6 reflects seven hypotheses with a significance p-value < .05. This proves that there are five significant direct influences from exogenous variables to endogenous variables.
First, the leadership style test hypothesis directly affects job satisfaction, based on the analysis resulting a t-statistic at-value 12,996 with a p-value of 0.000 < 0.05 (sig. level). Thus, it is proven that there is a direct influence of significant leadership style on job satisfaction (S-31).
This indicates that an increased leadership style will have a positive effect on job satisfaction. The Second, the test of hypothesis on the influence of environment factors on job satisfaction directly (p-32) resulted to t-statistic at-value 8810 with a p-value of 0.000 < 0.05 (sig. level). Withi this, it was proven that there is a direct influence of significant environmental factors on job satisfaction. It indicates that the implementation of ecological factors will positively influence job satisfaction. Some previous researches showed the same results on the ecological factors' effect on job satisfaction. The study of Raziq and Maulabakhsh (2015b) analyzed the responses of the 70 respondents using SPSS, with a magnitude of influence8.41% and showed similar results. Other studies showed that the extent of the influence of environmental factors on job satisfaction is 5.20%, with 136 respondents using SPSS 23 (Sembiring & Purba, 2019). The current study shows an amount of the influence (p-32) considerably higher at 9.80%.
Third, hypothesis testing on the direct effects of leadership style on the school head performance (p-41) resulted to t-statistic at-value 2814 with a p-value of 0.000 < 0.05 (sig. level).
The result shows that there is a direct significant influence of leadership style on school head performance. It suggests that leadership style will positively influence school head performance.
The result shows relevance and congruency with the previous research that leadership style affects the performance of auditors (Siregar & Nahumury, 2015), leadership style directly affects job performance (Taty & Basir, 2016) Sixth, the hypothesis testing on the indirect effect of leadership style on school head performance (p-431) resulted to t-statistic at-value 5168 with a p-value of 0.000 < 0.05 (sig. level).
When compared to the magnitude of influence (p41) is 3.10% with the volume of impact (p431) of .524 x .289 = .1515 or 15.15%. Thus the magnitude of influence (p431) > (p41) means that job satisfaction as an intervening variable has an effective influence on leadership style and head school performance.
Seventh, the test whether the environmental factor has an indirect effect on school head performance (p-432) resulted to t-statistic at-value 3856 with a p-value of 0.000 < 0.05 (sig. level), which proves that environmental factor has an indirect effect on school head performance through job satisfaction. Further analysis shows that the ratio of the magnitude of influence (p42) is 16.89%, with the volume of effect (p432) is .524 x .313 = .1640 or 16.40%. Thus, the magnitude of influence (p432) < (p42) means that job satisfaction as variable intervening does not have a practical impact on environmental factors on head school performance.

Conclusion
This study upholds that school heads' performance is an essential aspect of educational organizations because effective headmaster leadership will mobilize the entire organization.
Teachers as the academic drivers and administrative staff as academic support help keep the school heads' performance effective and the school running effectively. As clearly indicated in the results of the statistical analysis that teachers' job satisfaction helps achieve effective performance of the head school. Similarly, the conducive environmental factors can also support this. Thus, the environmental factors must be a concern for school management considering the effects of the COVID-19 pandemic on the workplace environment.
This study suggests on the enhancement of the factors affecting the school head performance such as environmental factors that has direct influence on job satisfaction.
Educational institutions need to focus on creating programs that will promote positive work environment. Similarly, the probable effects of the pandemic should be addressed by all the educational institutions. As such, the Indonesian government needs to provide emergency programs to cope with the out-of-the-ordinary impact such as suspending physical programs to be diverted to health and education treatment programs. This study also suggests on further research with broader scope and larger samples.