Gaya kepimpinan sebagai moderator ke atas hubungan di antara kecerdasan dan prestasi kerja guru

The Ministry of Education is constantly striving to improve teachers’ performance and implement new methods to produce quality teachers. However, studies in this field are still lacking, particularly in the education sector. Therefore, the purpose of this study was to examine the relationship between intellectual intelligence, emotional intelligence and spiritual intelligence with teachers’ job performance. In addition, this study aimed to identify transformational leadership and transactional leadership as moderators in the relationship between intellectual intelligence, emotional intelligence and spiritual intelligence and teachers’ job performance. The respondents consisted of secondary school teachers in the education sector in northern peninsular Malaysia. The study population comprised 44,028 school teachers. The study used the quantitative approach with questionnaires for collecting data. Relying on a survey research design, and following the cluster and simple random method, 500 structured questionnaires were distributed to randomly selected respondents. Out of the 500 questionnaires, 324 were usable for further analysis representing a response rate of
64.8 percent. A research framework was developed and ten hypotheses were posited and tested using regression analysis, multiple regression and hierarchical regression. The results showed that intellectual intelligence, emotional intelligence and spiritual intelligence competencies were positively and significantly related to teachers’ job performance. This finding is consistent and supports previous research. Furthermore, results from hierarchical regressions showed that transformational leadership was found to moderate the relationship between emotional intelligence and teachers’ job performance, while transactional leadership was found to moderate the relationship between emotional intelligence and spiritual intelligence and teachers’ job performance. The findings have some theoretical and practical implications. Understanding the findings will enable the Ministry of Education to devise and implement the personal development of teachers more effectively. Several recommendations were made for future research.