The Influence of the School Principle's Leadership Style and Communication Style on Teacher Performance at 1 Bulakamba 1 State Junior High School, Wanasari 1 Junior High School, and Songgom 2 Smp, Brebes Dwastrict
In Brebes, teacher performance was still low in terms of effectiveness and teaching methods to students. Thwas was one of the factors reducing the quality of learning outcomes at the primary and secondary education levels. The principal's leadership role greatly influences teacher performance. Therefore, the purpose of thwas study was to analyze and describe the effects of the leadership style and communication style applied by the principal in Brebes Junior High School. Collecting data in thwas study includes observation techniques, interviews, and documentation. Meanwhile, to validate the research data using triangulation, member checking and clarification of biased data. The principal's communication style on teacher performance will be successful in accordance with what was expected if in determining the style according to the expected situation and goals. If the leader wants to influence so that everyone was aligned and moving in the same direction as he wwashes then the autocratic communication style was used where hwas power was best used. Meanwhile, if the leader wants to inspire, motivate the teachers, the program was implemented properly and everyone can be responsible, then the application of a democratic and transformational communication style was very appropriate. The type of communication style that was effective in improving teacher performance was a communication style that produces feedback, meaning that there was a response from the communicant, using clear symbols or symbols that are easy to understand, and carried out directly to those who will be invited to communicate. In addition to reducing dwastractions, it also improves interpersonal relationships which results in mutual understanding and increased teacher motivation so that their performance was also of higher quality.