Development of a Participative Leadership Model Integrating Mandailing Ethnic Culture to Improve Teachers’ Literacy Competence

Abstract

Highlights:

• Active Participation in Decision-Making: The implementation of the participative leadership model, integrated with Mandailing ethnic culture, promotes a collaborative approach in decision-making, significantly involving teachers, principals, and staff, which enhances teacher literacy competence.


• Key Challenges in Implementation: Common challenges identified include a lack of clear understanding of the model’s mechanism, limited resources, and resistance to change, making it important to address these factors for better results in applying the model.


• Positive Impact on Teacher Literacy Competence: Empirical evidence indicates that the model has effectively improved teacher literacy competence in senior high schools in Mandailing Natal Regency, particularly through its emphasis on collaboration and teamwork.


• Cultural Integration's Role: The integration of Mandailing cultural values with participative leadership practices strengthens the model by fostering a sense of belonging and responsibility among school stakeholders, which in turn contributes to better literacy outcomes for both teachers and students.

Purpose: This research developed and tested a participative leadership model for school principals, integrating Mandailing ethnic culture, to improve teacher literacy competence in Mandailing Natal Regency. The model was validated by experts and found to be feasible, with principals and teachers showing a strong understanding of the leadership style and cultural integration. The implementation of the model led to a significant improvement in teacher literacy, confirming its effectiveness in enhancing teaching quality.

Design/methodology/approach: The research employed a development and experimental approach using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The study involved three high school principals and 95 teachers from the Education Branch Office of Region XI in North Sumatra. The researchers conducted a pre-test and post-test design to compare teacher literacy competencies before and after the implementation of the participative leadership model integrated with Mandailing ethnic culture. The effectiveness of the model was tested using statistical hypothesis testing (t-test) to assess significant improvements in teacher literacy skills.

Findings: The study found that the Participative Leadership model integrated with Mandailing ethnic culture effectively improved teacher literacy competence in senior high schools. The model was validated through expert evaluation, ensuring its cultural and educational relevance. The principals’ deep understanding of participative leadership and Mandailing values facilitated the model's seamless implementation, promoting collaboration among teachers and involving them in decision-making. The application of this leadership approach significantly enhanced teachers' ability to access, understand, and apply information, leading to improved literacy skills. Statistical analysis confirmed the positive impact, demonstrating a significant increase in teacher literacy competence. The findings suggest that integrating participative leadership with local cultural practices is both feasible and effective in enhancing teacher performance and creating a more dynamic learning environment. This model can be considered a valuable approach for improving literacy in schools, especially in culturally rich regions like Mandailing Natal Regency.

Research limitations/implications: This study has several limitations that should be considered when interpreting the results. First, the research focused on only three senior high schools and 95 teachers in Mandailing Natal Regency, limiting the generalizability of the findings to a broader population. The sample size and geographic scope may not fully represent the diversity of schools in other regions. Second, the study relied on self-reported data from teachers and principals, which may introduce bias or subjectivity into the findings. Lastly, while the Participative Leadership model integrated with Mandailing culture showed positive effects, further research is needed to explore its long-term impact and adaptability in other cultural contexts or regions. Future studies should consider expanding the sample size, exploring different educational settings, and using additional methods of data collection to gain a more comprehensive understanding of the model's effectiveness in improving teacher literacy competence.

Practical implications: The practical implications of this study suggest that the integration of Participative Leadership with Mandailing ethnic culture can significantly enhance teacher literacy competence in senior high schools. School leaders, particularly principals, can adopt this leadership style to foster a more inclusive and collaborative school environment. By involving teachers in decision-making processes, promoting teamwork, and encouraging cultural integration, principals can improve teachers' professional development and enhance their literacy skills. Furthermore, the study highlights the importance of creating a supportive school culture that values open communication, collaboration, and continuous feedback. This approach not only benefits teachers but also positively impacts student learning outcomes. For schools in regions outside Mandailing, adapting this leadership model with local cultural nuances could provide a sustainable strategy for improving educational quality. School administrators should consider training and supporting teachers in adopting this participative model for long-term improvements in both teaching practices and student literacy.