Introduction. Strengthening teacher leadership is vital in achieving Sustainable Development Goal 4 (SDG-4), which focuses on inclusive and equitable quality education. This study examines how various factors such as principal supervision, learning methods, communication, classroom management, and the school environment influence teacher leadership in learning. Given the complex demands of educational reform and the importance of professional teacher development, this research addresses the need for empirical evidence on how school conditions shape leadership behavior among teachers, especially in non-Java regions of Indonesia.
Methods. This research employs a quantitative approach using a structured questionnaire distributed to 108 high school social science teachers in South Kalimantan. The study uses Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the causal relationships among independent variables (principal supervision, learning methods, communication, classroom management, and school environment) and the dependent variable (teacher leadership in learning). Instrument validation was conducted through expert judgment and statistical analysis, ensuring construct validity and reliability.
Results. The findings indicate that all five factors positively contribute to teacher leadership, with classroom management (path coefficient = 0.28) having the strongest influence, followed by communication (0.20), principal supervision (0.19), school environment (0.19), and learning methods (0.16). The model explains 94% of the variance in teacher leadership, signifying strong explanatory power. Reliability and model fit indices (SRMR = 0.05; NFI = 0.69) confirm the suitability of the proposed model.
Practical significance. These results emphasize the importance of a holistic support system in schools, where leadership development is reinforced not only by internal professional practices but also by a conducive environment and managerial support. The insights gained provide important guidance for education policymakers, school leaders, and teacher training institutions in designing interventions that improve leadership effectiveness and overall teaching quality in line with SDG-4.
Keywords: education quality, sdg 4, learning management, teacher professional development
For Citation: Widodo, B. S., Prastiyono, H., Wahyuni, J., & Ibrahim, M. H. (2026). Evidence of Teacher Leadership in Learning: A Case Study on Principal Supervision, Learning Methods, Communication, and School Environment. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (2), 728–742. https://doi.org/10.32744/pse.2026.2.45
Authors:
Bambang Sigit Widodo (Indonesia, Surabaya city) — Associate Professor, Department of Geography Education. State University of Surabaya. E-mail: bambangsigit@unesa.ac.id
Hendri Prastiyono (Indonesia, Surabaya city) — Doctor of Education. Department of Social Science Education. State University of Surabaya. E-mail: hendriprastiyono@unesa.ac.id
Jauhar Wahyuni (Indonesia, Surabaya city) — Lecturer And Researcher. Department of Communication Science. State University of Surabaya. E-mail: jauharwahyuni@unesa.ac.id
Mohd Hairy Ibrahim (Tanjung Malim, Perak, Malaysia) — Doctor of Education. Fakulti Sains Kemanusiaan. Universiti Pendidikan Sultan Idris. E-mail: hairy@fsk.upsi.edu.my
© Bambang Sigit Widodo, Hendri Prastiyono, Jauhar Wahyuni, Mohd Hairy Ibrahim, 2026
The author’s declared no conflicts of interest
Received: 11 July 2025 | Approved: 20 September 2025 | Published: 30 April 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0)
that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
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