THE EFFECT OF PRINCIPAL’S LEADERSHIP TO THE ACHIEVEMENT MOTIVATION OF HINDU RELIGION TEACHERS

The achievement of the National Education Goals must be accompanied by an increase in the components that influence education. Based on the results of research conducted in Tabanan District, it was found that the leadership of principal greatly influenced the achievement motivation of Hindu teachers. Motivation can be defined as need, drive, and goal. Teacher's achievement motivation is identified in three definitions, namely: (a) teacher's achievement motivation describes an energy force that drives / causes someone to do certain ways; (b) teacher achievement motivation as an encouragement that leads to something, namely teacher achievement motivation that has a strong goal; and (c) teacher achievement motivation services to support the power of teacher achievement motivation at all times. That is, teacher achievement motivation consists of three basic components, namely (1) activating behavior, (2) directing behavior, and (3) maintaining behavior. Achievement motivation is a driving force in improving performance. Teacher's achievement motivation is a driving factor that comes from external and from internal that will affect the way he acts and behaves. One of the motivations from external comes from the leadership. The principal's leadership is oriented towards human relations, namely the leadership style can improve teachers' achievement motivation in realizing a quality school. Leaders are subjects who must transform leadership through giving guidance or advice to subordinates so that the goals are achieved. Transformational leadership can support the realization of a change of school system. The principal carried out the leadership task by applying the Hindu leadership style namely sad warnaning rajaniti / sad sasana, in influencing the performance of the teacher as a subordinate cannot be separated from catur kotamaning nrpati, namely jnana wisesa sudha, kaprahitaning praja, kawiryan, wibawa and typology of leadership namely asuri sampat and daiwi sampat. Similarly, the transformational leadership style is always coupled with transactional leadership. Both Hindu and modern leadership styles can be combined in increasing achievement motivation regarding teacher needs, namely the need for achievement, affiliation, and power, so that school goals and National Education Goals can be realized.