Title: Canonical correlation between principal leadership and school capacity

Authors: Syaiful Sagala; Wildansyah Lubis; Gaffar Hafiz Sagala

Addresses: Departement of Educational Management, Post-Graduate School, Universitas Negeri Medan, Jl. Willem Iskandar Pasar V Medan Estate, North Sumatera, Indonesia ' Faculty of Educational Science, Universitas Negeri Medan, Jl Willem Iskandar Psr V Medan Estate, North Sumatera, Indonesia ' Department of Accounting Education, Faculty of Economics, Universitas Negeri Medan, Jl. Willem Iskandar Pasar V Medan Estate, North Sumatera, Indonesia

Abstract: This study aims to (a) examine the canonical correlation of principal leadership construct set and school capacity constructs set; (b) identify the most dominant composites of principal leadership; and (c) determine the most dominant composites of school capacity. The research was conducted by a survey method using questionnaire, which was distributed to three districts in North Sumatera. With random sampling technique, we received 352 responses from the teachers. We analysed the data using canonical correlation to identify which composites have the main contribution to construct a set of variable. The result shows a significant relationship between principal leadership and school capacity construct set. Furthermore, the result of this study indicates the leader should have a strong character to share his vision regarding school development. Moreover, trust, communication, and teacher professional development are key predictors in determining school capacity. Therefore, collaboration is a crucial culture of school successes, while the emotional engagement between teacher and organisation has no significant value in constructing school capacity. School capacity only can increase if the conducted school program is coherent for student and staff, focused, and sustainable.

Keywords: principal leadership; school capacity; canonical analysis; collaboration; coherent.

DOI: 10.1504/IJMIE.2019.100413

International Journal of Management in Education, 2019 Vol.13 No.3, pp.256 - 280

Received: 05 Jun 2018
Accepted: 25 Oct 2018
Published online: 28 Jun 2019 *

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