This research aimed to discover the implementation of e-leadership for
school principals during the COVID-19 pandemic and its effect on school
performance through changes in teacher behavior. Quantitative research
was used where it involved 8 public high schools with 150 respondents.
The results showed that: (1) the implementation of e-leadership for school
principals during the COVID-19 pandemic was at a very high level for the
dimensions of the vision of continuous learning and professional development
of teachers, and at a high level for the dimensions of classroom supervision
and teacher performance assessment; (2) none of the independent variables
have a correlation with the dependent variable greater than >0.50. The
correlation between the independent variable and the dependent variable is at
a simple stage for teacher behavior and a low stage for teacher performance;
(3) the result of measurement model test with Confirmatory Factor Analysis
(CFA) shows that the loading factor of each indicator is greater than 0.60,
which means that the indicators are valid for measuring the variable; (4) the
results of the structural model test show that the principal’s e-leadership
variable, scientific competence (pedagogical knowledge and pedagogical
content knowledge), personality competence and e-skills have a positive
and significant effect on teacher behavior with a value of ***p = < 0.05.
Teacher performance also has a positive and significant effect with a value of
***p = < 0.05 which makes H-1–H-9 accepted. Proportionally, e-leadership
remains the main variable compared to other variables which gives the largest
contribution to improving teacher performance through changes in teacher
behavior by (0.280), scientific competence variables (pedagogical knowledge
and content knowledge) and teacher personality, respectively, contribute to
improved performance through changes in teacher behavior of (0.083) and
(0.152). The e-skill competency variable of teachers contributes to increased performance through changes in teacher behavior of (0.177). The practical
implication of this research is that principals need to change their roles and
leadership styles from conventional to electronic-based learning leadership
styles to realize effective online learning.
KEYWORDS
e-leadership, teachers’ competences, behavior, performance, COVID-19