The Influence of Principal Intellectual Stimulation on Teacher Self-Efficacy among Teacher at Public Vocation High School in Padang City

Pengaruh Stimulasi Intelektual Kepala Sekolah terhadap Efikasi Diri Guru di Sekolah Menengah Kejuruan Negeri di Kota Padang

Abstract

Teacherself-efficacy is one of the key determinants of educational quality because it affects teachers' confidence in implementing effective learning, managing classrooms, and overcoming instructional challenges. One leadership behavior that is assumed to strengthen teacher self-efficacy is the intellectual stimulation provided by school principals. This study aimed to determine the influence of principal intellectual stimulation on teacher self-efficacy among teachers at public vocational high schools in Padang City. A quantitative correlational research design was employed. The study involved 330 teachers selected from public vocational high schools in Padang City. Data were collected using Likert-scale questionnaires and analyzed using descriptive statistics and simple linear regression with SPSS version 25. The findings revealed that teacher self-efficacy was categorized as good with a Teacher Achievement Rate (TCR) of 81.80%, while principal intellectual stimulation was categorized as good with a TCR of 86.20%. Regression analysis produced the equation Y = 133.132 + 0.188X. The hypothesis test showed that principal intellectual stimulation had a positive and significant influence on teacher self-efficacy (t = 3.479; p = 0.001 < 0.05). The coefficient of determination (Adjusted R² = 0.147) indicated that principal intellectual stimulation contributed 14.7% to teacher self-efficacy, whereas the remaining 85.3% was explained by other variables outside this study. These findings indicate that intellectually stimulating leadership plays an important role in enhancing teachers' professional confidence and instructional performance