PERSEPSI DAN DAMPAK KEPEMIMPINAN OTORITER DALAM PENDIDIKAN: STUDI TINJAUAN LITERATUR

Abstract

Abstract

Authoritarian leadership is often perceived as a rigid and controlling leadership style that negatively affects the educational organizational climate. However, such perceptions do not fully consider the diverse contexts and situational needs of educational institutions. This article aims to critically examine whether authoritarian leadership is always negative in the educational context through a literature review approach. The study analyzes relevant national and international scholarly articles focusing on authoritarian leadership, educational leadership, and their impacts on teacher performance, student outcomes, and school culture. The findings indicate that authoritarian leadership does not always produce negative effects. In certain conditions, such as crisis situations, low organizational discipline, or

educational environments with limited readiness for autonomy, authoritarian leadership can contribute positively by enhancing discipline, order, and decision-making efficiency. Nevertheless, excessive and long-term implementation of this leadership style may reduce motivation, creativity, and participation among school stakeholders. Therefore, authoritarian leadership should be understood and applied contextually and adaptively to ensure constructive contributions to educational leadership practices.

Keywords: authoritarian leadership, educational leadership, school culture.