Transformational Leadership to Improve Teacher Performance in Vocational Education: A Systematic Review

Rosita Selvina Putri Mu'imamah; Bayu Rahmat Setiadi

doi:10.59653/jemls.v4i01.2088

Authors

Rosita Selvina Putri Mu'imamah Yogyakarta State University, Indonesia
Bayu Rahmat Setiadi Yogyakarta State University, Indonesia

DOI:

https://doi.org/10.59653/jemls.v4i01.2088

Keywords:

Transformational Leadership, Teacher Performance, Vocational Education, Systematic Literature Review, TVET

Abstract

Transformational leadership is seen as a strategic approach to enhancing teacher performance, particularly in vocational education settings that require adaptation to industrial changes and learning innovations. This study aims to synthesize empirical findings from 30 scientific journals published between 2019 and 2024, to analyze the contribution of the four dimensions of transformational leadership of ideal influence, inspirational motivation, intellectual stimulation, and individual considerations on motivation, self-efficacy, and Performance of vocational teachers. The systematic review adheres to the PRISMA 2020 guidelines and uses data sources from ERIC, Scopus, and DOAJ. The results indicate that vocational school principals who use transformational leadership may foster a collaborative work environment, encourage pedagogical experimentation, and enhance teachers' professional engagement. Contextual factors, such as institutional support, organizational culture, and national vocational education policies, moderate the effectiveness of these leadership practices. Therefore, leadership training for vocational school principals should be designed contextually and continuously. This review provides an empirical foundation for the development of leadership-based teacher quality enhancement policies within the Technical and Vocational Education and Training (TVET) system.

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