The Principal’s Leadership Strategy in Improving the Quality of Teachers’ Performance
DOI:
https://doi.org/10.52690/jswse.v6i3.1292Keywords:
Improvement Strategies, Principal’s Leadership, Teacher’s PerformanceAbstract
This study aims to investigate the leadership strategies employed by the principal to enhance teacher performance at MAN 1 Banyuasin and to analyze the obstacles encountered, along with the solutions implemented to address them. The research utilized a qualitative descriptive-analytical approach. Data were gathered through in-depth interviews, direct observation, and documentary analysis involving the principal, teachers, and relevant administrative staff. The findings reveal that the principal’s strategies for improving teacher performance included enforcing discipline, providing motivation, exemplifying leadership qualities, and conducting instructional supervision. However, several significant obstacles were identified: teacher absenteeism and tardiness, lack of intrinsic motivation, inadequate response to leadership modeling, infrequent supervision (only once a year), insufficient infrastructure, and ineffective supervisory support. To address these challenges, the principal implemented measures such as strengthening disciplinary protocols, integrating motivational approaches into human resource development, increasing supervisory frequency to quarterly cycles, and coordinating with stakeholders to improve learning infrastructure. This study offers a contextual and grounded perspective on educational leadership within an Indonesian madrasah setting, highlighting the complex interplay between leadership strategies and practical constraints. It emphasizes the adaptive and problem-solving role of principals in resource-limited environments. The research provides an actionable framework for school leaders to enhance teacher performance by combining disciplinary measures with motivational support, increasing supervisory regularity, and fostering collaboration with government and community bodies to address infrastructural gaps. It underscores the importance of persistent and multifaceted leadership approaches. This study contributes to the field of educational leadership by illustrating how effective leadership strategies can be tailored to overcome specific contextual challenges. It offers valuable insights for policymakers, school administrators, and teacher development programs aiming to improve educational outcomes in similar settings.
References
Abbaspour, F., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2024). Uncovering the Role of Principals in Enhancing Teacher Professional Learning in a Centralized Education System. International Journal of Educational Management, 38(3), 873–889. https://doi.org/10.1108/IJEM-12-2023-0654
Adhikari, D. R., & Shrestha, P. (2023). Knowledge Management Initiatives for Achieving Sustainable Development Goal 4.7: Higher Education Institutions’ Stakeholder Perspectives. Journal of Knowledge Management, 27(4), 1109–1139. https://doi.org/10.1108/JKM-03-2022-0172
Alkandi, I. G., Khan, M. A., Fallatah, M., Alabdulhadi, A., Alanizan, S., & Alharbi, J. (2023). The Impact of Incentive and Reward Systems on Employee Performance in the Saudi Primary, Secondary, and Tertiary Industrial Sectors: A Mediating Influence of Employee Job Satisfaction. Sustainability, 15(4), 3415. https://doi.org/10.3390/su15043415
Alzoraiki, M., Ahmad, A. R., Ateeq, A. A., Naji, G. M. A., Almaamari, Q., & Beshr, B. A. H. (2023). Impact of Teachers’ Commitment to the Relationship between Transformational Leadership and Sustainable Teaching Performance. Sustainability, 15(5), 4620. https://doi.org/10.3390/su15054620
Brauckmann, S., Pashiardis, P., & Ärlestig, H. (2023). Bringing Context and Educational Leadership Together: Fostering the Professional Development of School Principals. Professional Development in Education, 49(1), 4–15. https://doi.org/10.1080/19415257.2020.1747105
Elmi Masfufah, Erna Sari, Asshofarul Munafi’ah, & Heny Kusmawati. (2023). Classroom Management Strategies to Improve Effective and Efficient Learning Processes and Outcomes. Journal of Student Research, 1(1), 215–230. https://doi.org/10.55606/jsr.v1i1.981
Fischer, T., & Sitkin, S. B. (2023). Leadership Styles: A Comprehensive Assessment and Way Forward. Academy of Management Annals, 17(1), 331–372. https://doi.org/10.5465/annals.2020.0340
Garbe, A., ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research, 4(3). https://doi.org/10.29333/ajqr/8471
Jiang, T., Gradus, J. L., & Rosellini, A. J. (2020). Supervised Machine Learning: A Brief Primer. Behavior Therapy, 51(5), 675–687. https://doi.org/10.1016/j.beth.2020.05.002
Khaleel, N., Alhosani, M., & Duyar, I. (2021). The Role of School Principals in Promoting Inclusive Schools: A Teachers’ Perspective. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.603241
Madin, Z., Aizhana, A., Nurgul, S., Alma, Y., Nursultan, S., Al Ayub Ahmed, A., & Mengesha, R. W. (2022). Stimulating the Professional and Personal Self-Development of Future Teachers in the Context of Value-Semantic Orientation. Education Research International, 2022, 1–11. https://doi.org/10.1155/2022/8789773
Magdalena, D., Fransisca, N. J., & Sari, I. N. (2025). The Role of Integrity and Human Resource Management in Influencing Employee Work Performance. PESHUM : Jurnal Pendidikan, Sosial dan Humaniora, 4(4), 5508–5515. https://doi.org/10.56799/peshum.v4i4.9250
Maker, C. J. (2021). From Leading to Guiding, Facilitating, and Inspiring: A Needed Shift for the 21st Century. Education Sciences, 12(1), 18. https://doi.org/10.3390/educsci12010018
Manzoor, F., Wei, L., & Asif, M. (2021). Intrinsic Rewards and Employee’s Performance With the Mediating Mechanism of Employee’s Motivation. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.563070
Mokobombang, W., & Natsir, N. (2024). Human Resource Development Strategy in Improving Organizational Performance: A Review of the Service Industry. Jurnal Minfo Polgan, 13(1), 606–618. https://doi.org/10.33395/jmp.v13i1.13756
Muhamin. (2017). Paradigma Pendidikan Islam. Bandung: Rosda Karya.
Paletta, A., Basyte Ferrari, E., & Alimehmeti, G. (2020). How Principals Use a New Accountability System to Promote Change in Teacher Practices: Evidence From Italy. Educational Administration Quarterly, 56(1), 123–173. https://doi.org/10.1177/0013161X19840398
Pardosi, J., & Utari, T. I. (2022). Effective Principal Leadership Behaviors to Improve the Teacher Performance and the Student Achievement. F1000Research, 10, 465. https://doi.org/10.12688/f1000research.51549.2
Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: The Role of Self-Regulated Learning, Motivation, and Procrastination for Perceived Competence. Zeitschrift Für Erziehungswissenschaft, 24(2), 393–418. https://doi.org/10.1007/s11618-021-01002-x
Riani, S. S., & Ain, S. Q. (2022). The Role of School Principal in Implementing Education Quality Management. Jurnal Ilmiah Sekolah Dasar, 6(2), 204–211. https://doi.org/10.23887/jisd.v6i2.45216
Saepudin, A., Sukmana, C., Ardiwinata, J. S., & Kamarubiani, N. (2022). Analysis of Non Formal Education Human Resources in Sup-port of Service and Quality Equality Education Programs in Sumedang Regency. Journal of Nonformal Education, 8(2), 192–199. https://doi.org/10.15294/jne.v8i2.36439
Sari, R., Sela, D. P., Sutriyanti, I. R. P., Cahyani, O. G., Jayantari, R. A. D., Putri, S. A., & Akbar, S. (2024). Strengthening the Profile of Pancasila Teachers through the Teacher Ethics and Professionalism Course. Journal of Innovation and Teacher Professionalism, 2(2), 226–234. https://doi.org/10.17977/um084v2i22024p226-234
Taji, M., Siadat, A., & Moghtadaie, L. (2023). Developing and Validating a Training Package of Self-Development and Determining Its Effectiveness on Job Performance and Human Capital Agility in Secondary School Principals. International Journal of Educational Management, 37(6/7), 1228–1242. https://doi.org/10.1108/IJEM-10-2022-0441
Triana Rosalina Noor, & Faizah. (2024). Learning Management at KB Tunas Harapan, Sumenep Regency. Al-Ulum | Jurnal Pendidikan dan Pengajaran, 2(01), 1–10. https://doi.org/10.63216/alulum.v2i01.286
Tunsisa, B., Dereje, D. F., Lemma, S., & Tibebu, L. T. (2024). School Leaders’ Commitment to Improving Students’ Academic Performance in Secondary Schools of Sidama Regional State, Ethiopia. The International Journal of Educational Organization and Leadership, 32(1), 53–79. https://doi.org/10.18848/2329-1656/CGP/v32i01/53-79
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Siti Hartati, Syarwani Ahmad, Suherman Suherman
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
