Exploring the head of the foundation's leadership practices in optimizing teachers' performance at islamic private school

Abstract

Dual authorities govern the education system in Indonesia: The Ministry of Education, Culture, Research, and Technology (MoECRT) and the Ministry of Religious Affairs (MoRA). These distinct authorities significantly influence the leadership structure that governs the school system, particularly in managing educational units through foundations. This study focuses on a privately-owned Islamic institution operating under the auspices of the MoECRT. This study investigates the leadership practices of the head of the foundation in Islamic private schools and the impact on optimizing teachers' performance. The main focus lies in identifying and analyzing the leadership practices, strategies, and mechanisms employed by the foundation's leader to enhance teaching and learning practices in Islamic private schools. This qualitative study was conducted at one Islamic Private School in Indonesia. The researcher utilized a case study approach, conducting open-ended interviews and observations to gather information related to the research questions. Thematic analysis was employed to analyze the collected data. The present study incorporated four different leadership styles: Directive, Supportive, Participative, and Achievement-oriented, as delineated in the theoretical framework. The findings of the study indicate that the person in the top leadership position within the foundation demonstrates a prominent Directive leadership style, as observed through the daily interactions with his subordinates. This leadership style is distinguished by a dominating attitude in decision-making and guiding subordinates. Additionally, this study provides insights into the effects of internal and external encouragement on the teachers' teaching and learning process, as facilitated by the head of the foundation. Finally, it examines teachers' perspectives regarding the overpowering engagement of the head of the foundation. It is essential to note that the findings of this study do not aim to determine whether one leadership style is better or worse than others. Each leadership style has its strengths and weaknesses, and its implementation should be tailored to the context and organizational needs. This study offers practical implications for enhancing teacher effectiveness, developing leadership skills, and fostering a positive educational environment. Furthermore, it is expected to contribute to the advancement of Islamic education by promoting continuous improvement and adherence to Islamic principles and values.