The Role of Transformational Leadership in Improving Teacher Performance in the Implementation of Character-Based Learning in Elementary Schools: Systematic Literature Review

Abstract

This study aims to examine the role of transformational leadership in improving teacher performance in the implementation of character-based learning in Elementary Schools through the Systematic Literature Review (SLR) approach. Optimal teacher performance is one of the key factors in the success of character education, and transformational leadership is believed to be able to create a supportive, visionary work climate, and motivate teachers to innovate and commit to character values. This study collected and analyzed 20 national journal articles published between 2015 and 2024, using databases such as Google Scholar. The results of the review indicate that transformational leadership, through the dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, is significantly positively correlated with improving teacher performance, especially in designing, implementing, and evaluating character learning. Thus, principals who apply a transformational leadership style can be an important catalyst in strengthening character education practices at the Elementary School level. This study recommends transformational leadership training for principals as part of a strategy to improve the quality of character education.