Leadership Culture Efforts to Strengthen Teacher Professionalism at MTs Negeri Luwu Utara

  • Putri Vista Institut Agama Islam Negeri Palopo, Indonesia
  • Sukirman Institut Agama Islam Negeri Palopo, Indonesia
  • Munir Yusuf Institut Agama Islam Negeri Palopo, Indonesia
Keywords: Transformational Leadership, School Culture, Teacher Professionalism, Madrasah, Education Quality

Abstract

This study examines the role of transformational leadership by the madrasah principal in
shaping school culture and enhancing teacher professionalism at MTs Negeri Luwu
Utara. A qualitative approach was employed, using a case study method, with data
gathered through in-depth interviews, observations, and document analysis. The
findings show that the principal's leadership style includes elements of directive,
supportive, participatory, and achievement-oriented approaches, demonstrating an
adaptive method tailored to the institution's needs. School culture is built through
teacher involvement in decision-making, open communication, innovation, and
adequate performance supervision. Teacher professionalism is strengthened through
providing challenges, ongoing professional development, sufficient facilities, and
motivation and recognition from school leadership. Leadership values such as
consistency, a future-oriented vision, collaboration, role modeling, and caring are key
drivers in fostering a positive school culture and improving teacher professionalism.
The connection between leadership, school culture, and teacher professionalism is
mutually reinforcing, creating an educational environment that is supportive,
collaborative, and focused on enhancing the quality of teaching and learning. This study
recommends strengthening transformational leadership as a strategic approach to
elevate the quality of madrasah education.

References

Fitriani, N., & Munir, M. (2022). “Kepemimpinan Transformatif Kepala Sekolah dalam Meningkatkan Profesionalisme Guru”. Jurnal Kepemimpinan Pendidikan, 5(1), 45–56. https://doi.org/10.1234/jkp.v5i1.1234
Hidayat, A., & Salim, M. (2023). “Keteladanan dan Empati Kepemimpinan dalam Membangun Budaya Sekolah”. Jurnal Manajemen Pendidikan Islam, 7(2), 112–123. https://doi.org/10.32507/jmpi.v7i2.543
Ningsih, R. A., & Aisyah, L. (2023). “Kepemimpinan Inspiratif dalam Peningkatan Mutu Pendidikan: Studi pada Madrasah Aliyah di Jawa Barat”. Jurnal Pendidikan Islam, 14(1), 22–34. https://doi.org/10.21043/jpi.v14i1.7890
Nurlaili, H. (2021). “Budaya Organisasi Pendidikan dan Pengaruhnya Terhadap Kinerja Guru”. Jurnal Ilmiah Kependidikan, 5(1), 65–77. https://doi.org/10.14710/jik.v5i1.2201
Rahmat, H., & Suherman, E. (2021). “Budaya Sekolah Sebagai Sarana Peningkatan Kinerja Guru di Madrasah”. Jurnal Pendidikan dan Pengajaran Islam, 8(1), 13–25. https://doi.org/10.24042/jppi.v8i1.4521
Rokhmat, A., & Sari, R. (2021). “Lingkungan Kerja Sebagai Faktor Motivasi Guru: Tinjauan pada Madrasah di Daerah 3T”. Jurnal Penelitian Pendidikan Islam, 6(2), 89–101. https://doi.org/10.31219/osf.io/gpt3n
Ulum, B., & Kurniawan, R. (2020). “Model Kepemimpinan Transformasional dalam Meningkatkan Kinerja Sekolah”. EduHumaniora: Jurnal Pendidikan Dasar, 12(2), 134–142. https://doi.org/10.17509/eh.v12i2.26720
Wibowo, A., & Utami, N. L. (2022). “Kepemimpinan Kepala Sekolah dalam Menciptakan Iklim Kerja Kolaboratif”. Jurnal Administrasi dan Manajemen Pendidikan, 6(3), 101–113. https://doi.org/10.25273/jamp.v6i3.10998
Zulkifli, H., & Hasanah, U. (2023). “Kolaborasi Kepala Madrasah dan Guru dalam Pengembangan Mutu Pembelajaran”. Jurnal Studi Kependidikan Islam, 5(1), 59–70. https://doi.org/10.36701/jski.v5i1.6789.
Published
2024-05-16
How to Cite
Vista, P., Sukirman, S., & Yusuf, M. (2024). Leadership Culture Efforts to Strengthen Teacher Professionalism at MTs Negeri Luwu Utara. International Journal of Educational Administration, Management, and Leadership, 5(1), 66-75. Retrieved from https://harpressid.com/IJEAMaL/article/view/276
Issue
Volume 5, Number 1, May 2024
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the International Journal of Educational Administration, Management, and Leadership (IJEAMaL), the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with the International Journal of Educational Administration, Management, and Leadership (IJEAMaL) agree to the following terms:

  • Authors retain copyright and grant the International Journal of Educational Administration, Management, and Leadership (IJEAMaL) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  • Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal of Educational Administration, Management, and Leadership (IJEAMaL) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.