The Influence of Authentic Leadership and Error Management Climate (EMC) on Teacher Performance Mediated by Perceived Insider Status (PIS) and Teacher Resilience At the Citra Berkat Foundation Institution in Indonesia

Abstract

This study aims to examine the influence of Authentic Leadership (AL) and Error Management Climate (EMC) on Teacher Performance (TP), mediated by Perceived Insider Status (PIS) and Teacher Resilience (TR), within the Citra Berkat Foundation in Indonesia. Using a quantitative approach with the Structural Equation Modeling–Partial Least Squares (SEM-PLS) technique, data were collected from 508 teachers across various educational levels. The findings indicate that AL and EMC do not have a significant direct effect on TP; however, both constructs indirectly influence performance through mediating variables. PIS plays a significant mediating role between AL and TP, while EMC significantly enhances teacher resilience. The study highlights that a supportive error management climate and authentic leadership increase teachers’ sense of belonging and resilience, ultimately improving their professional performance. These findings provide valuable insights for educational institutions to strengthen leadership authenticity and foster an open, reflective culture that values learning from errors to enhance teacher performance and institutional sustainability.