The Effects of Instructional Leadership and AI-Assisted Teacher Teaching Performance on Students’ Learning Motivation

Abstract

This study aims to examine the effects of principals’ instructional leadership and AI-assisted teacher instructional performance on students’ learning motivation in Economics subjects at senior high schools in Sub Rayon 03, Semarang Regency. The study employed a quantitative approach with a survey method and a correlational design. Primary data were obtained from students’ questionnaire responses. The population comprised 184 students from four senior high schools, with a sample of 126 students determined using Slovin’s formula at a 5% margin of error. Respondents were selected using [insert the sampling technique used]. Data were collected through a closed-ended questionnaire using a five-point Likert scale. Multiple linear regression analysis was conducted using SPSS version 25, with t-tests, an F-test, and the coefficient of determination assessed at a 5% significance level. The results showed that principals’ instructional leadership had a positive and significant effect on students’ learning motivation (B = 0.622; t = 8.358; p < 0.001), whereas AI-assisted teacher instructional performance had a negative and significant effect (B = −0.364; t = −3.693; p < 0.001). The overall regression model was statistically significant (F = 39.706; p < 0.001) and explained 39.2% of the variance in students’ learning motivation (R² = 0.392). These findings emphasize the importance of strengthening instructional leadership and evaluating AI implementation in teaching while maintaining meaningful pedagogical interactions between teachers and students.