This study is based on the low mathematics achievement scores in fractions obtained by students and previous research findings that show inconsistent results regarding the relationship between emotional intelligence, self-efficacy, learning independence, and learning outcomes. Learning outcomes are influenced by both internal and external factors. The internal factors include emotional intelligence, self-efficacy, and learning independence, while the external factor is the role of the teacher leadership. The purpose of this study is to examine the effect of emotional intelligence, self-efficacy, and learning independence on students' learning outcomes and to test the effect of emotional intelligence, self-efficacy, and learning independence on mathematics achievement in fractions through the role of the teacher leadership as a moderating variable.
The population in this study consists of fourth-grade students from 4 elementary schools in Pangkah sub-district that have a teacher leadership in their institution, with a sample size of 100 respondents using purposive sampling. Data collection was carried out by distributing questionnaires and documentation. The data analysis technique used is moderation regression analysis with a significance level of 5%.
The results of the study show that emotional intelligence has a positive and significant effect on mathematics learning outcomes, with a t-value of 3.302 and p = 0.001, which is smaller than 0.05. Self-confidence also has a positive and significant effect on mathematics learning outcomes, with a t-value of 3.268 and p = 0.002. Since p < 0.05, learning independence has a positive and significant effect on learning outcomes with a t-value of 2.096 and p = 0.039. The role of the teacher leadership has a positive effect on learning outcomes, with a t-value of 2.572 and p = 0.012, which is smaller than 0.05. The results of the moderation regression analysis show that emotional intelligence has a positive and significant effect on mathematics achievement in fractions through the moderating variable of the teacher leadership with a t-value of 2.880 and p = 0.005, p < 0.05. self-efficacy also affects mathematics learning outcomes through the teacher's leadership role as a moderating variable with a t-value of 3.028 and p = 0.003, and learning independence affects mathematics learning outcomes through the teacher’s leadership role as a moderating variable with a t-value of 2.496 and p = 0.014, p < 0.05.
Based on the research findings, it can be concluded that emotional intelligence, self-efficacy, and learning independence have a positive and significant direct effect on mathematics learning outcomes in fractions. Furthermore, with the role of the teacher as a change agent, emotional intelligence, self-confidence, and learning independence significantly influence mathematics learning outcomes in fractions.