The Influence of Green Leadership, Emotional Intelligence, and 21st-Century Competence on Teacher Performance at the Sultan Agung Education Foundation in Pematangsiantar
DOI:
https://doi.org/10.59890/ijatss.v4i10.3Keywords:
Green Leadership, Emotional Intelligence, Twenty-First-Century Competence, Teacher PerformanceAbstract
This study examines the effects of green leadership, emotional intelligence, and twenty-first-century competence on teacher performance at the Sultan Agung Education Foundation in Pematangsiantar. A quantitative research approach was employed with 89 permanent teachers as respondents using census sampling. Data were collected through questionnaires, interviews, and documentation, while questionnaire items were measured using a five-point Likert scale. The research instruments were evaluated for validity and reliability before hypothesis testing. Data analysis involved normality testing, multiple linear regression, correlation analysis, coefficient of determination, t-test, and F-test. The findings show that green leadership, emotional intelligence, and twenty-first-century competence each have a positive and significant effect on teacher performance. Twenty-first-century competence demonstrated the strongest relative contribution among the three variables. Simultaneously, the three independent variables significantly influenced teacher performance, with a correlation coefficient of 0.798 and a coefficient of determination of 0.637. Thus, the model explains 63.7% of the variation in teacher performance, while the remaining 36.3% is attributable to other factors outside the model. The study highlights the importance of integrating responsible leadership, emotional capabilities, and contemporary professional competencies in efforts to strengthen teacher performance
References
Abd Elhafeez, S., Ahram, M., Abdelhafiz, A. S., Ibrahim, M. E., Mostafa, N. T., Elgamri, A., Mohammed, Z., Abdelgawad, F., Elsebaie, E., Gamel, E., Shahouri, M., Adarmouch, L., El Rhazi, K., & Silverman, H. (2021). Development and Validation of a Biobank Questionnaire Intended for the Public in the Arab Region. Biopreservation and Biobanking, 19(5), 422–431. https://doi.org/10.1089/bio.2021.0032
Almazroa, H., & Alotaibi, W. (2023). Teaching 21st Century Skills: Understanding the Depth and Width of the Challenges to Shape Proactive Teacher Education Programmes. Sustainability (Switzerland), 15(9), 1–25. https://doi.org/10.3390/su15097365
Amirian, S. M., Amirian, S. K., & Kouhsari, M. (2023). The impact of emotional intelligence, increasing job demands behaviour and subjective well-being on teacher performance: teacher-gender differences. International Journal of Educational Management, 37(1), 240–258. https://doi.org/10.1108/IJEM-09-2022-0370
Arici, H. E., & Uysal, M. (2022). Leadership, green innovation, and green creativity: a systematic review. The Service Industries Journal, 42(5–6), 280–320. https://doi.org/10.1080/02642069.2021.1964482
Arteaga-Cedeño, W. L., Carbonero-Martín, M., Martín-Antón, L. J., Molinero-González, P., & Valdivieso-León, L. (2025). How an emotional intelligence intervention programme impacts the well-being and performance of teachers of basic general education. Acta Psychologica, 253(November), 104739 Contents. https://doi.org/10.1016/j.actpsy.2025.104739
Cabahug, I., Osias, N. C., Ongcachuy, B. L., & Corpuz, G. G. (2024). 21st Century Skills and Teachers’ Performance: Basis for Instructional Development Plan. American Journal of Arts and Human Science, 3(2), 82–105. https://doi.org/10.54536/ajahs.v3i2.2860
Caipang, J. B., Alimento, K. F., Aniga, J. E., & Trinidad, A. E. (2025). The Relationship between the 21st-Century Skills of Public Elementary School Teachers and Their Teaching Performance. Asian Journal of Education and Social Studies, 51(12), 921–941. https://doi.org/10.9734/ajess/2025/v51i122739
Can, H. C., Zorba, E., & Işım, A. T. (2024). The effect of blended learning on 21st-Century skills and academic success in education of physical education teachers: A mixed method research. Teaching and Teacher Education, 145, 104614. https://doi.org/https://doi.org/10.1016/j.tate.2024.104614
Cortez, R. F. C., & Ponsades, O. (2024). The Mediating Effect of 21st Century Skills on the Relationship between Digital Literacy and Teaching Performance. IInternational Journal of Research and Innovation in Social Science, 3(1), 7990–7999. https://doi.org/10.47772/IJRISS
Herlinawati, H., Marwa, M., Ismail, N., Junaidi, Liza, L. O., & Situmorang, D. D. B. (2024). The integration of 21st century skills in the curriculum of education. Heliyon, 10(15), e35148. https://doi.org/10.1016/j.heliyon.2024.e35148
Hussain, M. A., Ali, S., Ali, S., Goh, G. G. G., Saif, N., & Khan, S. U. (2025). Redefining the concept of green transformational leadership through psychometric analysis: Evidence from educational setup of developing country prospective. Asia Pacific Management Review, 30(3), 100354. https://doi.org/10.1016/j.apmrv.2024.100354
Li, M., & Albattat, A. (2025). The influence of work-life balance on teacher performance in Zhengzhou, China. Frontiers in Psychology, 16(September). https://doi.org/10.3389/fpsyg.2025.1586128
Lilliefors, H. W. (1967). On the Kolmogorov-Smirnov Test for Normality with Mean and Variance Unknown. Journal of the American Statistical Association, 62(318), 399–402. https://doi.org/10.1080/01621459.1967.10482916
Lu, T. P., & Chen, J. (2024). The effects of teacher’s emotional intelligence on team-member exchange and job performance: the moderating role of teacher seniority. Current Psychology, 43(5), 4323–4336. https://doi.org/10.1007/s12144-023-04593-2
Maamari, B. E., & Salloum, Y. N. (2023). The effect of high emotionally intelligent teachers on their teaching effectiveness at universities: the moderating effect of personality traits. International Journal of Educational Management, 37(3), 575–590. https://doi.org/10.1108/IJEM-12-2020-0565
Montebon, L. M. L., & Dayaganon, A. J. B. (2025). 21st Century Skills and School Culture as Predictors of Teaching Performance among Secondary School Techers of Region XI: A Convergent Design. TOFEDU: The Future of Education Journal, 4(6), 2060–2076. https://journal.tofedu.or.id/index.php/journal/article/view/610?utm_source=chatgpt.com
Osborne, J. W., & Waters, E. (2002). Four assumptions of multiple regression that researchers should always test. Practical Assessment, Research and Evaluation, 8(2), 1–5.
Owusu, D., & Arthur, F. (2025). Modelling the nexus between mathematics teachers’ emotional intelligence and instructional effectiveness: a mediation moderation model using PLS-SEM approach. Acta Psychologica, 257(May), 105119. https://doi.org/10.1016/j.actpsy.2025.105119
Roshid, M. M., & Haider, M. Z. (2024). Teaching 21st-century skills in rural secondary schools: From theory to practice. Heliyon, 10(9), e30769. https://doi.org/10.1016/j.heliyon.2024.e30769
Shafait, Z., & Huang, J. (2024). Examining the impact of sustainable leadership on green knowledge sharing and green learning: Understanding the roles of green innovation and green organisational performance. Journal of Cleaner Production, 457, 142402. https://doi.org/https://doi.org/10.1016/j.jclepro.2024.142402
Syamsiah, Ramly, M., Basalamah, S., & Bunyamin, A. (2024). PERFORMANCE ENHANCEMENT OF MADRASAH TEACHERS’: A STRUCTURAL EQUATION MODEL. RGSA – Revista de Gestão Social e Ambiental, 18(2), 1–12.
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Varas, D., Santana, M., Nussbaum, M., Claro, S., & Imbarack, P. (2023). Teachers’ strategies and challenges in teaching 21st century skills: Little common understanding. Thinking Skills and Creativity, 48, 101289. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101289
Wu, Y., Awang, S. R., & Ahmad, T. (2026). Leadership styles, employee green behavior, and organizational citizenship behavior for the environment: a systematic literature review. Environment, Development and Sustainability, 28(7), 18075–18100. https://doi.org/10.1007/s10668-025-06573-x
Zaid, W. M. A., & Yaqub, M. Z. (2024). The prolificacy of green transformational leadership in shaping employee green behavior during times of crises in small and medium enterprises: a moderated mediation model. Frontiers in Psychology, 15(February), 1–19. https://doi.org/10.3389/fpsyg.2024.1258990
