The Influence of Principals’ Visionary Leadership and Teachers’ Social Competence on the Tatanén di Balé Atikan-Based School Culture

Abstract

This study examines how principals’ visionary leadership and teachers’ social competence contribute to strengthening the implementation of Tatanén di Balé Atikan (TdBA) in public elementary schools across Bungursari District, Purwakarta, highlighting inconsistent internalization of TdBA values in daily school practices, which may stem from leadership capacity and teachers’ interpersonal skills. Using a quantitative survey of 147 teachers with a validated questionnaire, the analysis employed PLS-SEM to assess measurement quality and structural relationships. The findings indicate that principals’ visionary leadership significantly influences TdBA-based school culture, with a path coefficient of 0.438, while teachers’ social competence provides a strong contribution, reflected in an R-square value of 0.744; together, both variables explain 83.8% of the variance in TdBA-oriented school culture, demonstrating a highly predictive model. These results suggest that TdBA effectiveness can be enhanced through a clear ecological vision, strategic resource empowerment, strengthened collaborative routines, and constructive teacher communication, confirming that visionary leadership and strong social competence are key drivers in fostering a collaborative and sustainable TdBA school culture.