The Influence of Female Leadership Motivation on Teachers’ Performance in Elementary Schools in Baucau,Timor-Leste

Abstract

This study provides the first scholarly investigation into the impact of female leadership motivation on elementary teachers’ performance in Timor-Leste’s unique post-conflict sociocultural environment. The researcher used a mixed-methods approach with an explanatory research design. The collection of data included 68 elementary school teachers’ survey responses from rural and urban areas and in-depth interviews conducted with five teachers from the five elementary schools. The statistical inferential analysis results demonstrate that female leadership motivation strongly impacts and correlates with teacher performance in elementary schools. In addition, the qualitative findings reveal that female leaders exhibit supportive, communicative, and inspirational leadership qualities. Female leadership behaviour, emotional intelligence, and motivational support are significant factors that enhance teachers’ optimism and performance. Through open communication and shared decision-making, female leaders make teachers more engaged and show higher commitment to their work responsibilities. Although the results are limited to elementary schools in Baucau and cannot be extended to other municipalities, they will provide valuable evidence on leadership and teacher development within post-conflict education systems. The study highlights the necessity for a leadership training programme that emphasises motivation-based, culturally sensitive school leadership.