An Open Access Journal

ISSN: 10683844
Multicultural Education
Research Article

Publisher: Caddo Gap Press

THE INFLUENCE OF TRANSFORMATIONAL LEADERSHIP AND

WORK DISCIPLINE ON THE WORK PERFORMANCE OF
EDUCATION SERVICE EMPLOYEES

Syahrani
STAI Rasyidiyah Khalidiyah (Rakha) Amuntai, Indonesia
Rahmisyari
Universitas Ichsan Gorontalo, Indonesia
Parwoto
Universitas Mercu Buana, Indonesia
Adiyono
STIT Ibnu Rusyd Tanah Grogot, Kalimantan Timur, Indonesia
Rizal Bakti
Universitas Negeri Jakarta, Indonesia
Sri Hartono
Universitas Muhammadiyah Ponorogo/ Program Doktor Universitas Islam Sultan Agung Semarang, Indonesia

ABSTRACT ARTICLE INFO

This study was conducted to determine whether there is an effect of trans-

formational leadership and work discipline on the work performance of the
Bandung city education office employees. Data were collected based on
Keywords
questionnaires to 45 respondents of Bandung city education office employ- transformational, leadership,
ees without differentiating positions.The type of research used is explana- education, service employess
tory which aims to analyze the influence between the independent varia-
bles of transformational leadership and work discipline on the dependent
variable of work performance of the Bandung city education office em-
ployees. Data were analyzed using validity and reliability testing tech-
niques, classical assumption tests and hypothesis testing, namely multiple
Article History
correlation regression and partial correlation using the Statistical Package
Received: 25 Juny 2021
for the Social Sciences (SPSS 16.0). The results of the analysis show that Accepted: 30 Dec. 2021
together there is a significant influence between the influence of transfor-
mational leadership and work discipline on the work performance of Ban-
dung city education office employees with a contribution of determination
of 46.3% and the regression equation, namely Y = 0.873 + 0.36 X1 + 0.554
X2 +. In conclusion, this study proves that the better the application of Corresponding Author
syahranias481@gmail.com
work discipline, the better the work performance of the Bandung city edu-
cation office employees.

© 2020 The authors.Published by CADDO GAP Press USA. This is an open access article under the Creative Commons Attribution Non Commercial 4.0
 Multicultural Education

1 INTRODUCTION

The current business environment is and is constantly changing. Science and technology is
currently progressing very rapidly and competition is increasingly competitive. Under current
conditions, it seems that the tendency of a business strategy in the future will be a business that is
influenced by changes in environmental conditions so that it requires managers to develop pro-
grams that are able to translate current issues and support the company's future business plans.
Every human being has a different character and behavior, this is due to several things, for exam-
ple educational background, skills, basic character and other factors of the workforce itself. This
diversity of behavior will affect the course of an organization's activities. This will not only affect
the results to be achieved by the organization, but also the people who enjoy a service of the job.
Human existence in an organization has a very strategic and vital position. The success of an
organization is largely determined by the quality of the people in it (Mintzberg, 1989). How an or-
ganization responds to various changes that occur in its environment is determined by the quality
of its people. Starting from capturing the phenomenon of environmental change, analyzing its
impact on the institution to the level of implementation and evaluation is a job that requires hu-
man reliability (Kirwan, 2017).
Seeing the strategic and vital role of humans in an organization, especially in the field of ed-
ucation, the scope of human resource management is not only related to administrative matters,
but also how to empower these people to be creative, because in such intense competition and
environmental changes. Nowadays, the creativity of human resources is needed (Mathis et al.,
2016). Therefore, organizations that want to survive in their field should pay great attention to the
development of human resources itself, through strategic planning. As we know, however ad-
vanced technology is, if it is not supported by and by skilled workers, it is likely that the goals of
an organization will not be achieved (Thomas, 2016). According to Cannella et al., (2009) says that,
workers or employees who work in accordance with their functions will support the achievement
of organizational goals. In addition, the role of the leader is no less important, a wise and good
organizational leader must be able to give satisfaction to his employees and always try to pay at-
tention to their passion and enthusiasm for work. Of course, the leadership must have the ability
to manage, direct, influence, command and motivate subordinates to obtain the goals desired by
the organization (Zaleznik, 1970 & Pfeffer, 1992).
The current phenomenon of leadership style tends to be task-oriented. Task-oriented leader-
ship is characterized by several things such as the leader giving instructions to subordinates, the
leader always holds strict supervision of subordinates, the leader assures subordinates that tasks
must be carried out according to their wishes, the leader emphasizes the implementation of tasks
rather than coaching and developing subordinates. In managing employees in an organization, a
good work communication between superiors and subordinates must be created in order to create
a harmonious and harmonious working relationship. With the increased enthusiasm and enthusi-
asm for work, these employees are expected to achieve high achievements in the field of work
each of them so that organizational goals will be achieved with satisfactory results.
In line with the above statement according to the Law of the Republic of Indonesia number
20 of 2003 concerning the National Education System Article 1 states "Education is a conscious
and planned effort to create a learning atmosphere and learning process so that students actively
develop their potential to have religious spiritual strength, self-control and self-control. , person-
ality, intelligence, noble character, and skills needed by himself, society, nation and state" and ar-
ticle 3; states: "National education functions to develop capabilities and shape the character and
civilization of the nation that is useful in the context of educating the nation's life, aiming at de-
veloping the potential of students to become human beings who believe and fear God Almighty,
have noble character, are healthy, knowledgeable, capable, creative, independent, and become a
democratic and responsible citizen”. To fulfill what is stated in the above statement, it is clear
that the role of human resources is very vital and strategic.
In accordance with the general provisions of the elucidation of Law number 20 of 2003 con-
cerning the National Education System, the Ministry of National Education is obliged to achieve
the National Education Vision as stated in the 2005 – 2009 Strategic Plan as follows: "The reali-
zation of the education system as a strong and authoritative social institution to empower all In-
donesian citizens develop into quality human beings so that they can and proactively respond to

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 Multicultural Education

the challenges of an ever-changing era”. In line with the National Education Vision, the Ministry
of National Education aims to produce "Insan Kamil/Insan Plenary Indonesian Smart and Com-
petitive" by 2025. With the understanding that intelligent Indonesian people are intelligent people
comprehensively, which includes spiritual intelligence, emotional intelligence, social intelli-
gence, intellectual intelligence, and kinesthetic intelligence (Fry et al., 2013).
So the Ministry of National Education's vision places more emphasis on transformative edu-
cation, which makes education a driving force for change from a developing society to an ad-
vanced society. The formation of an advanced society is always followed by a process of struc-
tural transformation, which marks a change from a society whose human potential is underdevel-
oped to a developed and developing society that actualizes its human potential optimally. Even in
today's global era, the transformation is going very fast which then leads to a knowledge-based
society.
In accordance with the above statement and at the same time to respond to the vision of the
Bandung City Education Office, namely "The realization of good and quality education", there-
fore education must continuously adapt and adjust to the motion of the development of modern
science and advanced technological innovation, so that it remains relevant and contextual with
changing times. Education is tasked with preparing students to achieve advanced civilization
through the realization of a conducive learning atmosphere, learning activities interesting and en-
lightening, as well as a creative educational process.
At the present time the leader is a figure who can be seen as the driving force of the institu-
tion, but there are still many leaders who are not in accordance with what is expected, especially
in managing education. Educational leaders in general are bureaucratic officers who still reflect
leaders who are still routine in nature, related to the implementation of administration and making
reports in accordance with the wishes of superiors and only carrying out tasks in accordance with
the main tasks and functions (Tupoksi), and sometimes not in accordance with what is in tupoksi
in terms of division of tasks/delegation of authority to subordinates, is given only to those who
can be trusted without assessing which staff is capable of handling a task, as well as leaders who
do not have a work program prepared with staff.
Thus there is an impression of the leader of an organization as a barrier factor in change
which in turn has a negative effect on staff performance. Whereas the ability of a leader of an ed-
ucational organization must be able to establish relationships between fellow officials and staff
regardless of the position and condition of the staff or subordinates, so that all officers need to
feel and enjoy fun and rewards from superiors (Hall, 2020). If this cannot be carried out by a
leader, it can make subordinates undisciplined. Discipline is something that should be enforced,
because discipline is one of the factors contained in the performance of employees both as supe-
riors/leaders and as subordinates who are led. So far, the boss who making a mistake, for example
being late for work (undisciplined) is considered a natural thing and it seems that this situation
must be accepted by subordinates while subordinates who are late (undisciplined) receive a warn-
ing.
The level of attendance is also one of the determinants of work discipline where attendance
that is not maximal indicates that a person does not love his job or lacks enthusiasm for work or
is also due to the less conducive working atmosphere in the office where he works due to several
factors that have been stated above. Based on the facts, it can be seen that the attendance rate of
Bandung city education service employees, which is still not optimal, has actually decreased,
namely in 2018 the attendance rate was only 90% on average and in 2019 the attendance rate de-
creased to 85%, seeing the declining attendance rate over the last two years it is necessary inves-
tigated why this is so.

2 LITERATURE REVIEW

Mandela (2008) states that the leader (leader) comes from the root word to lead which
means to move early, walk ahead, take the first step, act first, pioneer, direct thoughts, opinions,
actions of others, guide, guide. , moving others through its influence. A leader is a person who
moves first, goes ahead, takes the first step, intends first, pioneers, directs the thoughts-opinions-
actions of others, guides, guides, moves others through his influence.

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According to Pierce & Newstrom (2003) says leadership is a process to influence others to
understand and agree with what needs to be done effectively, as well as a process to facilitate in-
dividual and collective efforts to achieve common goals. Based on this understanding that the
leadership of the work unit is how to move other people, namely: staff and their employees want
to carry out their functions and duties.
While Heifetz, R. A., & Heifetz, R. (1994) says a leader is a person whose personal skills with
or without official appointments can influence the group he leads to move joint efforts towards di-
rection of achieving certain goals. According to this quote, the success of a leader is seen from his
personal skills. Furthermore, according to Kouzes, J. M., & Posner, B. Z. (2010) leadership as influ-
ence, the art a of process of influencing people so that will strive willingly and enthusiastically
toward the achievement of the group. In Indonesian it means: leadership as influence, the art or
process of influencing people so that they are willing to cooperate voluntarily and enthusiastically
towards the achievement of group goals.
Based on the definition above, it can be concluded that leadership includes three elements,
namely: (1) Leadership is a relationship concept (relation concept), leadership only exists in the
process of relationships with other people (followers) meaning that if there are no followers then
the leader none, (2) Leadership is a process, in order to lead must do something based on the
goals to be achieved, (3) Leadership must persuade others.
The author gives the definition of leadership is any action taken by individuals or groups to
coordinate and provide direction to other individuals or groups who are members of a particular
container to achieve predetermined goals. Leadership is one of the most important management
functions in achieving goals. There are many definitions of leadership, but it can be concluded
that there are similarities in the assumptions of leadership, namely: a group phenomenon that in-
volves the interaction between two or more people and it involves the process of influencing, in
which the leader uses intentional influence over his subordinates.
From the various opinions above, it can be concluded that in general a leader has a func-
tion; Making decisions, developing information, maintaining and developing member loyalty,
giving encouragement and enthusiasm to members, being responsible for all activities, supervis-
ing the implementation of activities, giving awards to outstanding members.
While the leadership tasks can be explained as follows: (a) relating to the work of a leader
must be able to take the initiative, set steps and directions, provide information, provide support,
give thoughts, draw conclusions and (b) related to the cohesiveness of members, a leader must be
able to encourage, be friendly, be accepting, express feelings, be conciliatory, be able to change
and adjust opinions, facilitate the implementation of tasks and provide rules of the game.
A leader can choose the right type of leadership style according to the goals achieved by
the leader in the organization he leads (Goleman, 2017). There are many types of leadership, each
of which has its own characteristics, such as: attributional leaders who argue that the leader is
simply an attribution that people make to other individuals, charismatic leaders who claim that
followers make attributions of the leader's heroic or extraordinary abilities. , autocratic leaders,
and transformational leaders.
Transformational leadership has recently been discussed more and more by people and this
type of leadership is one of the variables in this research (Bass et al., 2006 & Hay, 2006). The term
transformational stems from the word to transform, which means to transform or change some-
thing into another different form. For example, transforming vision into reality, potential into ac-
tual, heat into energy, and so on.
Burns Liu, W., Zhu, R., & Yang, Y. (2010) is the person who was the first initiator of the
transformational leadership type. According to him, transformational leadership is "a process in
which leaders and followers raise one another to higher levels of morality and motivation". Trans-
formational leadership is a process in which leaders and followers stimulate each other to create a
high level of morality and motivation associated with their main tasks and common functions.
This kind of leadership style will be able to bring awareness to followers by bringing up produc-
tive ideas, synergistic relationships, responsibility, educational concern, shared ideals, and moral
values.
Furthermore, according to Ergeneli et al. (2007) transformational leadership is leadership that
is owned by a manager or leader where his abilities are not common and are translated through
the ability to realize the mission, encourage members to do learning, and be able to provide inspi-

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ration. to subordinates about various things that need to be known and done. According to him,
leadership is basically the ability to adapt to change, so the essence of transformational leadership
is the ability of a leader to lead people and organizations to be able to adapt to change for future
success.
Meanwhile, mentions transformational leadership as a breakthrough leadership model.
Called a breakthrough because this type of leader has the ability to bring about enormous changes
to individuals in the organization, by improving the character of individuals in the organization,
through the process of creating innovation, revising the structure, processes and values of the or-
ganization more good and relevant, in a way that challenges all parties involved and tries to real-
ize organizational goals that have been considered impossible. In an in-depth introduction to this
transformational leadership model, Jung (2001) suggests the existence of a transactional leader-
ship model where this leadership motivates followers with their personal interests. Transactional
leadership also involves values. However, it is only relevant to the exchange process, it does not
directly touch the substance of the desired change. Leaders not only enable exchanges with the
will of their followers or transactional leaders, especially for followers who are just learning de-
mocracy, but in the next process need leaders who can lift and direct their followers towards
righteousness, morality, and higher motivation (Hesselbein, F., & Goldsmith, M., 2013).
Meanwhile, according to Bennis, W. G., & Townsend, R. (1989) say that transformational
leaders can successfully change the status quo in their organizations by practicing appropriate be-
havior at the stages of the transformation process, if the old ways are no longer appropriate, then
the leader will develop a new vision of the future with strategic and motivational focus. The vi-
sion is stated clearly the purpose of the organization as well as serves as a source of inspiration.
Meanwhile, according to Covey (2014) transformational leadership is considered effective in any
situation or culture. This theory does not mention a condition where authentic transformational
leadership is not relevant or effective, but universal relevance does not mean that transformational
leadership is equally effective in all situations or equally possible. In an organization, a leader is
called applying the rules of transformational leadership if he is able to convert energy into re-
sources. The resources in question are in the form of human resources, facilities, funds, and ex-
ternal organizational factors such as the community and the business and industrial world.
Regarding this transformational leadership, Leithwood et al (in Sudarwan Danim,
2018:219) wrote “Transformational leadership is seen to be sensitive to organization building,
developing shared vision, distributing leadership and building school culture necessary to current
restructuring efforts in schools”. This quote outlines that transformational leadership leads human
resources that are led towards the growth of sensitivity in organizational development and devel-
opment, development of a common vision, distribution of leadership authority, and development
of organizational culture which are mandatory in organizational restructuring schemes. This opin-
ion is based on the results of research by Lambert, L. (2002) where the results of the study give the
impression that transformational leadership styles contribute to restructuring initiatives, and ac-
cording to what staff feel , it contributes to the improvement of public services. Based on the meta
analysis conducted by Lovie, Kroek and Sivasubramaniam (Barth, 2001) found three transforma-
tional leadership behaviors, namely: charisma, individual considerations, and intellectual stimuli.
Discipline according to the Big Indonesian Dictionary (2018) is the exercise of the inner
character of all one's actions in accordance with existing regulations. William A. Kelly found the
same understanding in (Welsh & Little, 2018), this, definite, discipline is as comprehensive as
education, sice including, as it does, mental, physical, and moral. Meaning: discipline is the over-
all mental, physical, ethical training since a person enters education.
Discipline is very important for both the individual (workforce) concerned and the organi-
zation. Because personal discipline will affect a person's personal performance. This is because
humans are the main driving force in organizations. For this reason, it is very logical if the im-
provement of human resource discipline must always be strived to achieve organizational produc-
tivity as expected. In this regard, discipline is very important in an effort to increase labor produc-
tivity. In other words, the undisciplined workforce (individuals) will be able to damage organiza-
tional performance (Goebel et al., 2012).
Referring to Braithwaite (1985), discipline is a procedure that corrects or punishes a subor-
dinate because a rule or procedure has been violated. Work discipline is an attitude of respect, re-
spect, obedience, and obedience to the applicable regulations, both written and unwritten and able

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to carry out and not avoid accepting sanctions, if the members of the organization concerned vio-
late the duties and authorities assigned given to him. Discensza and Smith, in Timpe (2000: 403-
435), state that indicators that can be used to assess employee discipline are; (1) compliance with
regulations, (2) compliance with official orders, (3) adherence to working hours, (4) compliance
with uniform dress, (5) compliance in the use and maintenance of office facilities and (6) always
work according to procedures.
Besides that, in the development of this work discipline, there are 2 models of discipline
that can be used in carrying out the work as proposed by according to Davis & Newstrom trans-
lated by Greer (2011), namely: preventive discipline and corrective discipline. So, from the man-
agement side, the occurrence of work discipline will involve two preventive and corrective disci-
plinary activities. Preventive aims to encourage self-discipline among employees, to follow vari-
ous standards or rules, so that work irregularities can be prevented. While corrective aims to deal
with violations of the rules and try to avoid further violations.
It was also emphasized that disciplinary behavior is included in the psychomotor or behav-
ioral realm, while moral development is included in the cognitive realm. So disciplinary behavior
includes the internalization of awareness of a specific value and obeying the rules set by a small
unit or a certain social environment. This is called self-discipline or self-discipline. This self-
discipline will later be applied as a work discipline in this research Duckworth & Seligman (2005).
Namely work discipline based on moral awareness to carry out activities or work in accordance
with the rules and theoretical footings that underlie professional behavior. Professional behavior
is based on a separate code of ethics that reflects self-discipline that can affect conscience and
elements of personal maturity (Mbigi, 2007).
So this is where an application of discipline carried out by the leadership is gradually im-
plemented, so that subordinates have the opportunity and opportunity to improve and review the
actions they have taken so far, so that it will affect changes that lead to overall improvements in
attitudes and actions in the work they do. Thus, it is clear that work discipline which is a work
discipline policy which is the application of tasks based on clear provisions given by the leader-
ship, is expected to be obeyed by subordinates correctly so that there is no conflict and violation
that can reduce creativity and work productivity for employees within the company.
Understanding work performance is also known as performance or in English it is called
performance. In principle, there is another term that better describes "achievement" in English,
namely the word "achievement". But because the word comes from the word "to achieve" which
means "to achieve", then in Indonesian it is often interpreted as "achievement" or "what is
achieved". Raymon et al. (2015) provide a definition of job performance as follows: "perform-
ance is defined as the record of outcomes produced on a specified job function or activity during a
specified time period". obtained through certain job functions or activities over a certain period of
time).
3 METHOD

This research is a correlational and exploratory research. It is said that correlational re-
search is conceptualizing the structure of the relation between variables in a research study. It is
called exploratory research because this research seeks to find new ideas or relationships. While
descriptive research is research that aims to describe the properties or characteristics of a particu-
lar phenomenon. In addition, explanatory research is research that aims to analyze the relation-
ships between one variable and another or how one variable affects other variables.
In this study, the population observed were 65 employees/staff of the Bandung city educa-
tion office. These employees consist of civil servants (PNS) with various educational back-
grounds and education levels equivalent to high school to undergraduate. The sample is part of
the number and characteristics possessed by the population. According to Lipsey, M. W., & Aiken,
L. S. (1990) for simple experimental research, the number of sample test members is between 10
and 20 respectively. Because the population of this study is 65 people, 20 people are used for va-
lidity and reliability tests, 45 people are used for the sample.
Data were collected using a list of questions consisting of questions about the characteris-
tics of respondents and questions about the variables studied. Questions are presented in the form
of a Linkert scale statement to express the responses that are designed according to the sub-
variables and indicators for each variable. Data collection in this study was carried out using a

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survey method, namely using a questionnaire containing items measuring the constructs or varia-
bles used in the research model. Dissemination and data collection was carried out directly by
asking the respondent's willingness to fill out a questionnaire for further data processing.
The validity and reliability test is a process of testing the validity of the questionnaire
which aims to test whether the questionnaire is feasible or not suitable to be used as a research in-
strument, because good data is obtained from good instruments as well. According to Birmingham,
P., & Wilkinson, D. (2003) validity is the degree of accuracy between the data that occurs in the ob-
ject of research and data that can be reported by researchers. Thus, valid data is data that does not
differ between data reported by researchers and data that actually occurs in the object of research.
This validity test is used with the help of the SPSS 16.0 for Windows program by using the for-
mula.

4 RESULTS AND DISCUSSION

Bandung City Education Office The Bandung City Education Office is an implementing
element of the Bandung City Government led by a Head of Service who is responsible to the
Mayor through the City Regional Secretary. Based on the Decree of the Mayor of Bandung Num-
ber: 061/246/2003 concerning the Description of Main Duties and Functions at the Bandung City
Education Office, it has the task of carrying out the authority of the Bandung City Government in
the Education Sector.
In carrying out its duties, the Bandung City Education Office has the following functions
(1) providing technical and administrative services to all elements in the Bandung City Education
Office Work Environment; (2) organize household affairs in the field of education in the city of
Bandung; (3) fostering and managing youth, sports, arts, culture, and libraries; (4) fostering and
managing technical personnel for elementary, junior high, and high school education; (5) foster-
ing and managing school facilities and infrastructure in elementary, junior high, and high school;
(6) fostering and administering TK, SD, SMP and SMA curricula; (7) fostering and administering
educational assistance; (8) carry out other tasks assigned by the Mayor; and (9) make a report on
the implementation of duties to the Mayor.

Description of Respondent Data

Respondents are employees of the Bandung city education office. In this study, several
characteristics of respondents will be described which are used as one of the basic considerations
for interpreting research data, which includes gender, education level and employment position.

Gender Group of Respondents

Table 1 Respondent's Gender

Gender Amount %

Man 24 53,33
Woman 21 46,66
Amount 45 100
Source: Processed research data
 Multicultural Education

Education Level

Based on the education level, most of the respondents have a bachelor's degree (S1), which
is 42.2%. While a small proportion of respondents as much as 2.22% have a Masters level of edu-
cation (S2). It can be seen in the table that respondents for the junior high school level are 0% for
the high school education level of 28.88%, those with a D II level of education are 22.22%, and D
III are 4.44%. The education level of an employee is closely related to the maximum grade that
can be achieved, the data regarding the education level of the respondents as a whole is as shown
in table 2.

Table 2 Respondents Education Level

No. Level of education Amount %

1 SLTP 0 0
2 SLTA 13 28,88
3 D II 10 22,22
4 D III 2 4,44
4 S –1 19 42,2
5 S –2 1 2,22
Source: Bandung city education office

Position

Employees/staff are those who do not hold structural positions in accordance with the or-
ganizational structure chart of the Bandung city education office, while structural officers are em-
ployees who hold echelon III and IV positions based on the Bandung Mayor's Decree. Table 3 be-
low shows the distribution of position positions as follows.

Table 3 Position of Respondents

NO Position Amount %
1 Employee/staff 26 57,77

2 Echelon IV 15 33,33

3 Echelon III 4 8,88

Source: Bandung city education office

When viewed from the position, as many as 57.77% of respondents are employees or staff
without a position, the remaining 33.33% occupy echelon IV positions and 8.88% occupy echelon
III positions.

Variable Descriptive Analysis

To facilitate understanding of the assessment results, the data will be described based on
the order of variables. The description of the research data starts from transformational leadership
(X1), work discipline (X2) and work performance (Y).

Description of Transformational Leadership Variables

Of the twenty-two questions posed to 45 respondents within the education office of the city
of Bandung, the answers were obtained as described in table 4.4 below.
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a. Statements about the presence of the leadership on time, 31 people (68.9%) said always,
10 people (22.22%) said often, 3 people (6.7%) said sometimes, and 1 person (2.22%)
stated almost never.
b. Statements about whether your leader conveys the latest information to subordinates, 20
people (4.44%) said always, 18 people (40.0%) said often, and 7 people (15.6%) said
sometimes.
c. Statements about whether the leadership disseminates its work program transparently to
subordinates, 31 people (68.9%) said always, 10 people (22.22%) said often, 3 people
(6.7%) said sometimes, 1 person ( 2.22%) stated almost never, and 1 person (2.22%) stat-
ed never.
d. Statements about whether the leader appreciates the work of subordinates, 11 people
(24.4%) said always, 26 people (57.8%) said often, 7 people (15.6%) said sometimes, and
1 person (2.22 %) stated almost never.
e. A statement about whether the leader in motivating gives minimal rewards, reinforce-
ment, respects the work of subordinates, 12 people (26.7%) said always, 17 people
(37.8%) said often, 15 people (33.3%) said sometimes, and 1 person (2.22%) said almost
never.
f. Statements about whether the leader told you how to get an award, 6 people (13.3%) said
always, 19 people (42.2%) said often, 18 people (40.0%) said sometimes, 1 person (2
,22%) stated almost never, and 1 person (2.22%) stated never.
g. Statements about whether the leader gives gifts/awards to subordinates if they carry out
their duties well, 6 people (13.3%) said always, 11 people (24.4%) said often, 23 people
(51.1%) said sometimes , 3 people (6.7%) said almost never, and 2 people (4.44%) said
never.
h. Statements about whether your boss values your opinion, 14 people (31.13%) said al-
ways, 19 people (42.24%) said often, and 12 people (16.7%) said sometimes.
i. Statements about whether the leader gives you the opportunity to improve performance,
24 people (53.3%) said always, 17 people (37.8%) said often, 4 people (8.9%) said some-
times.
j. Statements about whether the leadership gives you the opportunity to express your opin-
ion, 15 people (33.3%) said always, 22 people (48.9%) said often, and 8 people (17.8%)
said sometimes.
k. Statements about whether the leadership provides opportunities to fellow employees 15
people (333.3%) said always, 22 people (48.9%) said often, and 8 people (17.8%) said
sometimes.
l. Statements about whether the leader provides the opportunity to form a work team in
achieving work goals, 25 people (55.6%) stated always, 14 people (31.1%) said often,
and 6 people (13.3%) said sometimes.
m. Statements about whether the leader uses your participation to facilitate communication
with co-workers, 15 people (33.3%) said always, 20 people (44.4%) said often, 8 people
(17.81%) said sometimes, and 2 people (4.4%) said almost never.
n. Statements about whether the leadership pays attention to conflicts that occur in the of-
fice, 13 people (28.9%) said always, 27 people (60.0%) said often, and 5 people (11.1%)
said sometimes.
o. Statements about whether suggestions and opinions were accepted by the leadership, 6
people (13.3%) said always, 19 people (42.2%) said often, 19 people (42.2%) said some-
times and 1 person (2.22 %) states almost never.
p. Statements about the leadership evaluating office performance results, 21 people (46.7%)
said always, 18 people (40.0%) said often, and 6 people (13.3%) said sometimes.
q. Statements about the leadership establishing good communication with fellow offices un-
der their authority, 21 people (46.7%) said always, 22 people (48.9%) said often, and 2
people (4.44%) said sometimes.
r. The statement regarding the leadership explained the duties and functions of the posi-
tion/work of subordinates, 7 people (15.6%) said always, 20 people (44.4%) said often,
and 1 person (2.22%) said sometimes.
s. Statements about whether the leadership involves subordinates to formulate problems in
the office, 7 people (15.6%) said always, 10 people (22.2%) said often, 26 people
(57.8%) said sometimes, and 2 people (4.4%) said almost never.
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t. Statements about the leadership wanting new ideas in the development of work programs
at the office, 15 people (33.3%) said always, 19 people (42.2%) said often, and 11 people
(24.4%) said sometimes.
u. Statements about leaders communicating with education stakeholders, 27 people (60.0%)
stated always, 15 people (33.3%) stated often, and 3 people (6.7%) stated sometimes.
v. Statements about the leader being proficient in communicating with anyone, 25 people
(55.6%) said always, 15 people (33.3%) said often, and 5 people (11.1%) said sometimes.

Description of Work Discipline Variables

Of the thirty-one questions posed to 45 respondents within the Bandung city education
office, the answers were obtained as described in table 4.5.
a. Respondents' answers about coordination between employees and the leadership went nor-
mally, 21 people (46.7%) strongly agreed, 21 people (46.7%) agreed, and 3 people (6.7%)
stated neutral.
b. Respondents' answers about the coordination between me and the leadership were no ob-
stacles, 20 people (44.4%) stated strongly agree, 22 people (48.9%) agreed, and 3 people
(6.7%) stated neutral.
c. Respondents' answers about the delivery of information between employees went well, 15
people (33.3%) stated strongly agree, 23 people (51.1%) agreed, and 7 people (15.6%) stat-
ed neutral.
d. Respondents' answers about leadership policies are difficult to communicate to employees,
1 person (2.22%) stated strongly agree, 4 people (8.9%) agreed, 14 people (31.1%) stated
neutral, 20 people (44 .4%), disagreed, and 6 (13.3%) strongly disagreed.
e. Respondents' answers about the ability of employees to absorb the wishes of the leadership
felt weak, 6 people (13.3%) agreed, 10 people (22.2%) said neutral, 23 people (51.1%) dis-
agreed, and 6 people ( 13.3%) stated strongly disagree.
f. Respondents' answers about conveying information from leaders to subordinates are always
through official meetings, 6 people (13.3%) strongly agree, 9 people (20.0%) agree, 12
people (26.71%) say neutral, 16 people (35.6%) disagreed, and 2 people (4.44%) strongly
disagreed.
g. Respondents' answers about good communication between employees succeeded in creat-
ing a harmonious working atmosphere, 20 people (44.4%) stated strongly agree, 20 people
(44.4%) agreed, 3 people (6.7%) stated neutral, 1 person (2.22%) disagreed, and 1 person
(2.22%) strongly disagreed.
h. Respondents' answers about good communication in my office managed to reduce employ-
ee anxiety, 10 people (22.2%) strongly agreed, 23 people (51.1%) agreed, 8 people (17.8%)
said neutral, 1 person (2.22%) disagreed, and 2 people (4.4%) strongly disagreed.
i. Respondents' answers about disagreements at my office are common, 1 person (2.2%) stat-
ed strongly agree, 9 people (20.0%) agreed, 11 people (24.4%) stated neutral, 14 people
(31 ,1%) disagreed, and 10 people (22,2%) strongly disagreed.
j. Respondents' answers about me being willing to take the time to listen to my
staff/colleagues' complaints even though they are personal, 12 people (26.7%) strongly
agree, 22 people (48.9%) agree, 9 people (20.0%) say neutral, and 2 people (4.4%) disa-
gree.
k. Respondents' answers about the leadership being very careful in speaking so that employ-
ees are not offended, 13 people (28.9%) strongly agree, 23 people (51.1%) agree, 7 people
(15.6%) say neutral, and 2 people (4.4%) disagree.
l. Respondents' answers about service to the community seemed light because of transparen-
cy in my office, 9 people (20.0%) strongly agreed, 23 people (51.1%) agreed, 10 people
(22.2%) stated neutral, and 3 people (6.7%) disagreed.
m. Respondents' answers about tolerance between fellow employees managed to improve ser-
vices, 10 people (2.22%) stated strongly agree, 25 people (55.6%) agreed, 6 people
(13.3%) stated neutral, 3 people (6 ,7%) disagree and 1 person (2.2%) strongly disagree.
n. Respondents' answers about the lack of cooperation between employees as a result of ne-
glected community services, 9 people (20.0%) strongly agree, 7 people (15.6%) agree, 7
people (15.6%) say neutral,16 people (35.6%) disagreed and 6 people (13.3%) strongly
disagreed.
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o. Respondents' answers about talking to other people I try to adjust to the responsiveness of
the other person, 12 people (26.7%) strongly agree, 27 people (60.0%) agree, 5 people
(11.1%) say neutral , and 1 person (2.2%) disagreed.
p. Respondents' answers about me, nothing is difficult as long as it is communicated well, 16
people (35.6%) strongly agree, 24 people (53.3%) agree, and 5 people (1.11%) say neutral.
q. Respondents' answers about my supervisor's tolerance for me are very high, so that without
even instructions I can catch what my boss wants, 5 people (11.1%) strongly agree, 23
people (51.1%) agree, 11 people (24 ,4%) stated neutral, 5 people (1.11%) disagreed and 1
person (2,2%) strongly disagreed.
r. Respondents' answers about occasionally using local languages to make it appear that I
love the area when talking to other people, 7 people (15.6%) strongly agree, 20 people
(44.4%) agree, 10 people (22, 2%) stated neutral, 6 people (13.3%) disagreed and 2 people
(4.4%) strongly disagree.
s. Respondents' answers about my leadership are happy to receive input from anyone as long
as it is for office purposes, 13 people (28.9%) strongly agree, 24 people (53.3%) agree, 7
people (15.6%) say neutral, and 1 person (2.2%) disagreed.
t. Respondents' answers about me always smiling with guests even though I was facing diffi-
cult problems, 5 people (11.1%) strongly agreed, 27 people (60.0%) agreed, 12 people
(26.7%) stated neutral, and 1 person (2.2%) disagreed.
u. Respondents' answers about even though I was disappointed by guests, I always smiled, 3
people (6.7%) strongly agreed, 22 people (48.9%) agreed, 15 people (33.3%) stated neutral,
and 5 people ( 11.1%) disagreed.
v. Respondents' answers about all styles I use so as if people say that I am good at presenting
myself, 5 people (11.1%) strongly agree, 11 people (24.4%) agree, 14 people (31.3%) de-
clared neutral, 13 people (28.9%) disagreed and 2 people (4.4%) strongly disagreed.
w. Respondents' answers about me train my mental to obey the rules, 17 people (37.8%)
strongly agree, 23 people (51.1%) agree, and 5 people (11.13%) say neutral.
x. Respondents' answers about me training myself to come and go from work correctly in
time, 23 people (51.1%) strongly agreed, 20 people (44.4%) agreed, and 2 people (4.4%)
stated neutral.
y. Respondents' answers about determining the purpose of a job, I set work procedures, 17
people (37.8%) stated strongly agree, 22 people (48.9%) agreed, 4 people (8.9%) stated
neutral, and 2 people (4.4%) disagree.
z. Respondents' answers about working together, I tried to carry out in accordance with the
regulations, 19 people (42.2%) stated strongly agree, 24 people (53.3%) agreed, and 2 peo-
ple (4.4%) stated neutral.
aa. Respondents' answers about me applying and following the rules with my own awareness,
18 people (40.0%) stated strongly agree, 26 people (57.8%) agreed, and 1 person (2.2%)
stated neutral.
bb. Respondents' answers about I am afraid of myself to break the rules, 16 people (35.6%)
strongly agree, 21 people (46.7%) agreed, 4 (8.9%) stated neutral, and 4 (8.9%) disagreed.
cc. Respondents' answers about me asking colleagues/friends to remind me of the mistakes I
made, 14 people (31.1%) strongly agreed, 22 people (48.9%) agreed, 8 people (17.8%)
stated neutral, and 1 person (2.2%) disagreed.
dd. Respondents' answers about me trying to improve so as not to make the same mistake and
always be careful at work, 19 people (42.2%) stated strongly agree, 24 people (53.3%)
agreed, and 2 people (4.4%) stated neutral.
ee. Respondents' answers about promises are something that must be kept, 26 people (57.8%)
stated strongly agree, 16 people (35.6%) agreed, 2 people (4.4%) stated neutral, and 1 per-
son (2, 2%) disagree.

Description of Job Performance Variables

Of the twenty-five questions posed to 45 respondents within the Bandung city education office,
the answers were obtained as described in the following table.
a. Respondents' statements about my knowledge are useful for supporting the implementa-
tion of daily tasks, 20 people (44.4%) strongly agree, 19 people (42.2%) agree, and 6
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people (13.3%) say neutral.

b. Respondents' statements about my understanding of the daily work guidelines, 11 peo-
ple (24.4%) stated strongly agree, 28 people (62.2%) agreed, 5 people (11.1%) stated
neutral, and 1 person ( 2.22%) disagree.
c. Respondents' statements about all tasks that I can complete well and satisfactorily, 7
people (15.6%) stated strongly agree, 25 people (55.6%) agreed, 10 people (22.2%)
stated neutral, and 3 people (6.7%) disagreed.
d. Respondents' statements about me prioritizing cooperation with co-workers for better
performance, 17 people (37.8%) stated strongly agree, 25 people (55.6%) agreed, and 3
people (6.7%) stated neutral.
e. Respondents' statements about without being asked by their superiors, I do the tasks
that are my responsibility, 16 people (35.6%) stated strongly agree, 18 people (40.0%)
agreed, 10 people (22.2%) stated neutral , and 1 person (2.22%) disagreed.
f. Respondents' statements about if the work is not finished I will not go home from work,
7 people (15.6%) strongly agree, 14 people (31.1%) agree, 18 people (40.0%) say neu-
tral, and 6 people (13.3%) disagreed.
g. Respondents' statements about me never leaving work despite personal needs, 5 people
(11.1%) strongly agreed, 11 people (24.4%) agreed, 23 people (51.1%) stated neutral,
and 6 people (13.3%) disagree.
h. Respondents' statements about my creativity at work have been acknowledged by any-
one, 3 people (6.7%) stated strongly agree, 12 people (26.7%) agreed, 21 people
(46.7%) stated neutral, and 9 people ( 20.0%) disagreed.
i. Respondents' statements about the blessing of good cooperation, no work was neglect-
ed, 16 people (35.6%) stated strongly agree, 26 people (57.8%) agreed, 3 people (6.7%)
stated neutral.
j. Respondents' statements about my work so far have been praised as the best, 2 people
(4.4%) strongly agree, 14 people (31.1%) agree, 23 people (51.1%) say neutral, 5 peo-
ple (11.1%) disagreed and 1 person (2.2%) strongly disagreed.
k. Respondents' statements about the quality of work for me are more important, 15 peo-
ple (33.3%) strongly agree, 22 people (48.9%) agree, 7 people (15.6%) say neutral and
1 person (2.2 %) disagree.
l. Respondents' statements about me prioritize quality over quantity, 9 people (20.0%)
strongly agree, 23 people (51.1%) agree, and 13 people (28.9%) say neutral.
m. Respondents' statements about in my opinion, my office employees have good work
quality, 8 people (17.8%) stated strongly agree, 27 people (60%) agreed, 8 people
(17.8%) stated neutral, and 2 people (4.4%) disagreed.
n. Respondents' statements about me being able to achieve the quality standards desired
by the leadership, 8 people (17.8%) strongly agreed, 22 people (48.9%) agreed, 13 peo-
ple (28.9%) stated neutral, and 2 people (4.4%) disagreed.
o. Respondents' statements about I am proud of my work performance, 10 people (22.2%)
stated strongly agree, 19 people (42.2%) stated agree, and 16 people (35.6%) stated
neutral.
p. Respondents' statements about me being able to complete the task according to the
leadership's request, 9 people (20.0%) strongly agreed, 26 people (57.8%) agreed, and
10 people (22.2%) stated neutral.
q. Respondents' statements about me being the best employee in this office, 1 person
(2.2%) stated strongly agree, 7 people (15.6%) agreed, 23 people (51.1%) stated neu-
tral, 12 people (26, 7%) disagreed, and 2 people (4.4%) strongly disagreed.
r. Respondents' statements about I hate seeing my friends work casually, 8 people
(17.8%) strongly agree, 8 people (17.8%) agree, 19 people (42.2%) say neutral, 8 peo-
ple ( 17.8) disagreed, and 2 people (4.4%) strongly disagreed.
s. Respondents' statements about even though my boss is not around, I will still work
well, 17 people (37.8%) strongly agree, 21 people (46.7%) agree, 6 people (13.3%) say
neutral, and 1 person (2.2%) disagreed.
t. Respondents' statements about promotion to a higher level believe that it can be
achieved, 6 people (13.3%) strongly agree, 25 people (55.6%) agreed, 12 people
(26.7%) stated neutral, and 2 people (4.4%) disagreed.
u. Respondents' statements about I believe every employee has the same opportunity for
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 Multicultural Education

promotion, 14 people (31.1%) strongly agree, 20 people (44.4%) agree, 10 people

(22.2%) say neutral, and 1 people (2.2%) disagree.
v. Respondents' statements about me being able to compete with anyone about the quality
of work, 5 people (11.1%) stated strongly agree, 21 people (46.7%) agreed, 16 people
(35.6%) stated neutral, 2 people (4 ,4%) disagreed and 1 person (2,2%) strongly disa-
greed.
w. Respondents' statements about my abilities, I believe I will get a higher career than oth-
ers, 5 people (11.1%) strongly agree, 17 people (37.8%) agree, 20 people (44.4%) )
stated neutral, and 3 people (6.7%) disagreed.
x. Respondents' statements about I rarely use break time during office/office purposes, 6
people (13.3%) strongly agree, 11 people (24.4%) agree, 18 people (40.0%) say neutral,
and 10 people (22.2%) disagree.

Classical Assumption Test

The normality test aims to test whether in the regression model, the confounding or residual varia-
bles have a normal distribution. There are two ways to detect whether the residuals are normally distributed
or not, namely by graphical analysis and statistical tests
The requirement to test the normality of a variable according to the normal probability plot graph
(Stanislaus S. Uyanto 2018: 35) is that each observed data is paired with the expected value of the normal
distribution. If the sample comes from a population that is normally distributed, then the data value points
will lie more or less in a straight line. As for the statistical normality test, the following conditions apply:
if the p-value (sig.) < : then Ho is rejected | if the p-value (sig.) : then Ho cannot be rejected.

Figure 1 Transformational Leadership Normality Test Graph

Figure 2 Work Discipline Normality Test Chart

 Multicultural Education

Figure 3 Graph of Work Discipline Normality Test

Judging from the significant value of 0.055 that the error rate in this study reached 5.5% and was below
the 10% level with a 90% confidence level, it means that if the confidence level reached 90% and above, it
means that it is still acceptable that the transformational leadership variable is a variable that has significant
influence on employee performance. The results of this test are supported by the results of descriptive analy-
sis which shows that the majority of respondents as many as 26 people (57.8%) stated that the leadership
sometimes involved subordinates to formulate problems at the office, 23 people (51.1%) stated that the lead-
ership sometimes gave gifts / awards to subordinates if they carry out their duties well, 19 people (42.2%)
stated that the leadership sometimes accepts suggestions and opinion of subordinates.
This gives the impression that the leader does not involve subordinates in formulating problems and
tends to solve them on their own, and likewise the leader only sometimes rewards subordinates who carry out
their duties well and it can be said that the leadership tends to reward subordinates who they like and the
leader sometimes sometimes willing to accept input in the form of suggestions and opinions from subordi-
nates. So transformational leadership at the education office has no effect on work performance or without
transformational leadership work performance at the education office can run well.
The magnitude of the effect of work discipline on work performance is expressed by the regression val-
ue (b) which is 0.554. This can be interpreted if the work discipline variable changes by one unit, the work
performance variable will change by 0.554 units assuming the other independent variables are constant. From
the value of the regression coefficient, it can be seen that the work discipline variable has a major influence
on employee performance.
While the magnitude of the partial correlation coefficient (r) of the work discipline variable is 0.550,
meaning that the contribution of the work discipline variable to the rise and fall of the work performance var-
iable is 55.0% where the other independent variables are constant. The conclusion is that this work discipline
has a positive and significant effect on the work performance of the Bandung city education office employ-
ees.
A leader can show employee work discipline if it is based on high discipline and allows organizational
goals to be achieved effectively and efficiently. To be able to enforce high discipline, organizational leaders
should pay attention to several factors that can influence, namely socializing organizational goals, increasing
the ability of employees in all fields that can improve performance, paying attention to employee welfare and
being firm in enforcing discipline in accordance with the work culture stipulated in the law. regulations on
civil servant discipline and regulations that apply in the workplace.
The results of this test are supported by the results of a descriptive analysis of work discipline which
shows that the majority of respondents as many as 27 people (60.0%) stated that in talking to other people,
employees tried to adjust to the responsiveness of the interlocutor, 27 people (60%) stated that The superior's
tolerance for subordinates is very high, so that even without instructions, subordinates can catch what the
boss wants, 26 people (57.8%) of respondents stated that employees train themselves to come and leave work
on time, and 25 people (55.6%) employees stated that service to the community seemed light because of the
transparency in the office.
The two variables together have a significant influence between the transformational leadership varia-
ble and the work discipline variable on the employee performance variable by 46.3%, while the remaining
53.7% is another factor not discussed in this study. In the t-test table above, it can be seen from the results of
 Multicultural Education

the study that the work discipline variable has the most dominant influence, which is 55.4% on employee
work performance. In relation to work performance that transformational leaders influence work discipline
can bring benefits to increase work performance so as to give satisfaction to subordinates and satisfaction of
subordinates to their leaders. According to Judge and Bono (2000) proposed an explanation that the relation-
ship between job satisfaction and transformational leadership behaviors is due to one aspect of job satisfac-
tion is supervision. Supervision provided by the leader through individual attention, and inspirational motiva-
tion will enable subordinates to do their jobs well.

5 CONCLUSION

Based on the results of the analysis and discussion that has been carried out, the following
conclusions can be drawn:
- In accordance with the results of multiple regression through the F test, it can be proven
that the hypothesis can be accepted so that it can be concluded that the transformational
leadership variable (X1) and the work discipline variable (X2) together (simultaneously)
have a significant influence on the work performance variable ( Y) of 46.3%. While the
remaining 53.7% is caused by other variables that are not included in this research model.
- With the t test, the transformational leadership variable (X1) does not have a significant ef-
fect on the work discipline variable (Y), which has a regression coefficient value of 0.306
and a significant level > 0.050 which is 0.055 (marginally significant) with a correlation
coefficient of 0.155, this can be interpreted if the transformational leadership variable
changes by one unit, then the work performance variable will change by 0.306 units assum-
ing the other independent variables are constant.
- With the t test, the work discipline variable (X2) has a significant effect on the work per-
formance variable (Y), because the regression coefficient value is the largest, namely:
0.554 and the significant level is <0.05 with a correlation coefficient of 0.550, this can be
interpreted if the work discipline variable changes by one unit, then the work performance
variable will change by 0.554 units assuming other independent variables constant.
- Transformational leadership at the Bandung city education office has no effect on work
discipline, while work discipline affects work performance at the Bandung city education
office.

Based on the research results and conclusions, several suggestions can be formulated as fol-
lows:
- From the results of the study, it can be seen that transformational leadership has no effect
on the work performance of the Bandung city education office, so that the transformational
leadership style is not suitable for use in the Bandung city education office and it is still
necessary to find the factors that cause it or other leadership styles can also be tried. appro-
priate and can affect work performance. at the Bandung city education office.
- From the results of the study, it can be seen that work discipline has a positive effect on
work performance of the Bandung city education office, this really needs to be improved
more deeply. If the organization intends to improve employee performance better, then
things that are closely related to efforts to improve work discipline as a factor that supports
this goal need to be considered. Obstacles related to work discipline to encourage self-
discipline among employees/staff, to follow various standards or rules so that work irregu-
larities can be prevented, clear rules/regulations, clear job descriptions of authority, simple
work procedures and are easily known by every member of the organization.
- It is necessary to receive serious attention and appreciation from the leadership of the spe-
cial work unit to employees of the lowest class to the section head level employees, namely
the existence of clear and definite career paths and promotions in accordance with their
work performance.
- It is necessary to do further research on other factors that have not been revealed in this
study or the use of the concept of leadership related to employee job satisfaction, consider-
ing that from the results of this study, it is known that there are still 53.7% of other factors.

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