Strategi kepemimpinan kepala madrasah dalam pembinaan kinerja guru melalui perilaku afektif dan instrumental di MI Muslimin Sindangkerta Kabupaten Bandung Barat

Marlina, Elvia Hani (2026) Strategi kepemimpinan kepala madrasah dalam pembinaan kinerja guru melalui perilaku afektif dan instrumental di MI Muslimin Sindangkerta Kabupaten Bandung Barat. Masters thesis, UIN Sunan Gunung Djati Bandung.

Preview	Text (COVER) 1_cover.pdf Download (353kB) | Preview
Preview	Text (ABSTRAK) 2_abstrak.pdf Download (384kB) | Preview
Preview	Text (SUKET BEBAS PLAGIASI) 11_bebasplagiasi.pdf Download (188kB) | Preview
Preview	Text (DAFTAR ISI) 3_daftarisi.pdf Download (1MB) | Preview
Preview	Text (BAB I) 4_bab1.pdf Download (434kB) | Preview
	Text (BAB II) 5_bab2.pdf Restricted to Registered users only Download (762kB) | Request a copy
	Text (BAB III) 6_bab3.pdf Restricted to Registered users only Download (491kB) | Request a copy
	Text (BAB IV) 7_bab4.pdf Restricted to Registered users only Download (1MB) | Request a copy
	Text (BAB V) 8_bab5.pdf Restricted to Registered users only Download (273kB) | Request a copy
	Text (DAFTAR PUSTAKA) 9_daftarpustaka.pdf Restricted to Registered users only Download (360kB) | Request a copy
	Text (LAMPIRAN) 10_lampiran.pdf Restricted to Repository staff only Download (2MB) | Request a copy

Abstract

The leadership of the madrasah principal plays a crucial role in determining the quality of education, particularly through the development of teacher performance. MIS Muslimin Sindangkerta demonstrates active and constructive leadership practices in fostering teacher development. Preliminary findings indicate that the leadership strategy has been implemented effectively, as reflected in the high level of teacher participation and positive perceptions. However, several challenges remain, particularly in the technical aspects of teaching and learning. Therefore, more structured and sustainable development strategies are needed to enable teachers to optimize their competencies and create a more effective learning environment. This study proposes an integrative leadership model that combines affective and instrumental behaviors in teacher performance development. Specifically, it aims to analyze the relationship between the madrasah principal's leadership strategy and teacher performance development, examine the implementation of affective and instrumental leadership behaviors, and investigate how the integration of these behavioral dimensions contributes to the continuous improvement of teacher performance. This research employs a mixed-method approach with an explanatory sequential design. Quantitative data were collected through questionnaires, while qualitative data were obtained through interviews, observations, and document analysis. Theoretically, this study refers to the framework proposed by E. Mulyasa (2022), which emphasizes that educational leadership requires the integration of affective (interpersonal) and instrumental (task-oriented) behaviors. The findings reveal a strong relationship between the leadership strategy of the madrasah principal and teacher performance development. Affective behavior is reflected in the principal’s efforts to create a conducive work climate, enhance teacher motivation, and foster harmonious working relationships. Meanwhile, instrumental behavior is demonstrated through the principal’s role in managing the institution, developing teacher professionalism, and providing resources that support the learning process. The integration of these two behaviors indicates that the leadership strategy is oriented not only toward achieving organizational goals but also toward strengthening interpersonal relationships and providing professional support for teachers.

Actions (login required)

View Item