Developing a 3SI Holistic Educational Leadership Model Using Sequential Mixed-Methods SEM-PLS: Evidence from Disadvantaged Schools in Indonesia
DOI:
https://doi.org/10.51454/jet.v7i2.920Keywords:
Holistic leadership, SEM-PLS, mixed-methods, educational service quality, teacher job satisfaction, disadvantaged schoolsAbstract
This study addresses the limited integration of spiritual, service-oriented, and innovation-based leadership in schools located in disadvantaged regions of Indonesia. Existing leadership models tend to emphasize managerial and transformational dimensions while overlooking holistic and context-sensitive approaches. This study aims to develop and validate a holistic educational leadership model, namely the 3SI model (Self, Spirit, Service, Innovation), using a sequential exploratory mixed-methods design.Qualitative data were collected through in-depth interviews, observations, and document analysis, leading to the construction of the 3SI framework. The model was then quantitatively tested using SEM-PLS involving 50 principals and 150 teachers. The results indicate that holistic leadership significantly affects educational service quality (β = 0.773, p < 0.001) and teacher job satisfaction (β= 0.567, p < 0.001). Service and innovation dimensions show the strongest effects. The model demonstrates high validity (AVE > 0.5) and reliability (CR > 0.9). This study contributes a novel integrative leadership model that combines spiritual, relational, and adaptive dimensions, offering a contextually grounded framework for improving school performance in resource-constrained settings.
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