PERAN GAYA KEPEMIMPINAN PARTISIPATIF DAN BUDAYA SEKOLAH DALAM MENINGKATKAN KINERJA GURU (Studi Literatur)

Abstract

Teacher performance is a key element in educational quality because teachers translate institutional goals into classroom practice. This article examines how participative leadership and school culture may support teacher performance through a narrative review of recent literature. The discussion focuses on teacher involvement in decision-making, professional autonomy, open communication, trust, collaboration, shared values, and continuous improvement. Recent studies suggest that participative leadership can strengthen teachers’ ownership, motivation, and commitment, while a collaborative school culture can create the conditions for professional learning and consistent instructional practice. The relationship is not automatic: participation needs clear roles, transparent decisions, adequate resources, and accountability. Likewise, school culture must be visible in daily routines rather than limited to slogans or written rules. The article concludes that school leaders should combine inclusive decision-making with a coherent culture of learning, mutual respect, discipline, and reflection. As a narrative literature review, this article synthesizes published findings and does not claim to present new field data or causal estimates.

Keywords: participative leadership, school culture, teacher performance, teacher engagement, literature review