English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The purpose of this study is to examine the impact of emotional intelligence and transformational leadership style on teacher performance by considering aspects of job satisfaction. Four research variables were tested in structural equation models. This research is a causality study that measures the perceptions of high school teachers. Research design is quantitative, with a survey method. Likert scale questionnaire is used to collect respondents' perceptions. A total of 150 high school teachers as research populations. Sampling uses the census method. The explanation of causality between research variables is accessed by structural equation modeling. The results of the study showed that transformational leadership was more needed than the emotional intelligence of the teacher to realize the job satisfaction of teachers, which ultimately created discipline performance. Teacher job satisfaction is an effective consideration for management in high school to achieve teacher performance. Keywords: emotional intelligence, transformational leadership. job satisfaction, teacher performance DOI : 10.7176/EJBM/11-32-06 Publication date: November 30 th 2019

Job Satisfaction as a Mediator of Emotional Intelligence and Transformational Leadership on Teacher Performance