The Effect of Principal Authoritarian Leadership Management on Teacher Performance and Comfort in School

Abstract

The principal is a leader who plays a strategic role in managing all educational resources to achieve school goals effectively and efficiently. This leadership style is characterized by the principal's dominance in decision-making, strict supervision, one-way communication, and relatively limited teacher involvement in determining school policies. This study aims to analyze how the principal's authoritarian leadership management affects teacher performance and comfort in carrying out their professional duties. The study used a qualitative approach with library research. Data were obtained from various books, national and international scientific journals, and documents related to educational leadership, school management, organizational behavior, and teacher performance. The analysis was conducted using content analysis techniques to identify patterns of relationships between authoritarian leadership styles and teacher working conditions. The study results show that authoritarian leadership has positive impacts in the form of increased work discipline, compliance with school rules, accelerated decision-making, and the creation of organizational order. However, the continued application of this leadership style also has various negative impacts, such as decreased work motivation, limited teacher creativity in the learning process, low participation in decision-making, increased psychological stress, and decreased work satisfaction. Therefore, school principals need to implement adaptive leadership by combining assertiveness in decision-making and participatory communication to maintain optimal teacher performance while creating a conducive work environment.