The Influence of Leadership Style and Incentive Systems on Employee Performance in Muslim Fashion Retail: Evidence from Rabbani Stores in Cirebon City

Authors

  • Ibnu Ramadhani Universitas Widyatama, Bandung
  • Sri Astuti Pratminingsih Universitas Widyatama, Bandung

DOI:

https://doi.org/10.28926/briliant.v11i3.2411

Keywords:

Leadership style, incentive system, employee performance, human resource management, organizational performance

Abstract

This study examines the influence of leadership style and incentive systems on employee performance from a management perspective. A quantitative survey approach was employed, with data collected through structured questionnaires distributed to employees. The data were analyzed using multiple linear regression to assess the partial and simultaneous effects of leadership style and incentive systems on employee performance. Instrument validity, reliability, and classical assumption tests were conducted to ensure the robustness of the model. The results reveal that leadership style has a positive and significant effect on employee performance, indicating that effective leadership practices such as providing clear direction, fairness, and motivation enhance employee outcomes. Incentive systems also demonstrate a positive and significant influence on performance, emphasizing the role of fair, transparent, and performance-based rewards in motivating employees. Moreover, leadership style and incentive systems jointly explain a substantial proportion of the variance in employee performance, suggesting their complementary role in performance management. These findings imply that organizations should adopt an integrated strategy by strengthening leadership effectiveness and aligning incentive systems with performance goals to enhance productivity and organizational sustainability. This study contributes to the human resource management literature by providing empirical evidence on the combined impact of leadership and incentives on employee performance.

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Published

03-08-2026

Issue

Section

Education and Social Science