Background. The low competence of teachers has an impact on the quality of mathematics learning. Pedagogical leadership as the character of an educator is the key to successful learning of mathematics. Pedagogical leadership student of mathematics education program is formed by internal factor that is mastery of substance and motivation and environment as external factor.
Aim. This study aims to construct the dimensions of pedagogical leadership and the dimensions of the factors that influence it. Besides, the purpose of this research is to know the influence of environment and motivation to the mastery of substance, to influence the influence of environment, motivation, and substance satisfaction toward pedagogical leadership, to know the indirect influence of environment to the mastery of substance through motivation, to know the indirect influence of environment toward pedagogical leadership through motivation, and to know the indirect influence of the environment on pedagogical leadership through the mastery of substance.
Sample. 120 Students of 7th semester of mathematics education program of FKIP Muhammadiyah University of Muhammadiyah Surakarta who have followed the teaching practice of teacher assistantship which has been calculated by considering size effect, power statistic and significance.
Method. Questionery research using quantitative approach using SEM-PLS analysis method to construct dimension and path diagram between endogenous variable pedagogical leadership, endogenous intervening variable of motivation and mastery of substance, and exogenous variables of environment.
Results. Pedagogical leadership dimensions include teacher planning, learning community, student motivation, classroom management, and assessment and evaluation. Motivational deimensi includes attribution, self-control, efficacy, self-management, and hope. The dimensions of the environment include natural conditions, culture, and facilities. Environment and motivation affect the mastery of substances simultaneously or in part. Environment, motivation, and mastery of substantive effects simultaneously but environment and mastery of substance has no partial effect. The environment has an indirect effect on the mastery of substance through motivation. The environment has an indirect effect on pedagogical leadership through motivation. The environment does not indirectly affect pedagogical leadership through the mastery of substance. All tests were performed at the level of significance (α = 0.01).
Conclusion. To improve the pedagogical leadership of students, mathematics education programs need to be considered mastery of substance, in addition to managing the condition of the learning environment also plays a role in increasing the motivation to be a determinant factor of mastery of substance and pedagogical leadership
