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All Journal Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam SENTRI: Jurnal Riset Ilmiah
Sari, Enika
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Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice

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THE INFLUENCE OF MADRASAH PRINCIPAL'S LEADERSHIP STYLE ON TEACHER WORK MOTIVATION AND PERFORMANCE: LITERATURE REVIEW Sari, Enika; Sunhaji
Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Vol 7 No 1 (2025): Desember
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/leadership.v7i1.4378

Abstract

This study aims to analyze the influence of madrasah principals’ leadership styles on teachers’ motivation and performance. The method used is a descriptive qualitative approach through a literature study. The discussion covers four leadership styles: authoritarian, charismatic, laissez-faire, and democratic. The findings indicate that the authoritarian style tends to reduce teachers’ motivation and long-term performance, while charismatic leadership can enhance both through inspiration and emotional support. The laissez-faire style is effective for independent teachers but may weaken motivation for those who require guidance. Meanwhile, the democratic style provides the most positive impact as it encourages participation, creativity, and a sense of ownership in the workplace. Therefore, an appropriate leadership style plays an essential role in improving teachers’ motivation and performance in madrasah settings. Keywords: Leadership Style, Work Motivation, Teacher Performance   Abstrak Penelitian ini bertujuan menganalisis pengaruh gaya kepemimpinan kepala madrasah terhadap motivasi dan kinerja guru. Metode yang digunakan adalah penelitian kualitatif deskriptif dengan studi literatur. Pembahasan mencakup empat gaya kepemimpinan: otoriter, karismatik, laissez-faire, dan demokratis. Hasil kajian menunjukkan bahwa gaya otoriter cenderung menurunkan motivasi dan kinerja jangka panjang, sedangkan kepemimpinan karismatik mampu meningkatkan keduanya melalui inspirasi dan dukungan emosional. Gaya laissez-faire efektif bagi guru yang mandiri, tetapi dapat melemahkan motivasi bagi guru yang membutuhkan arahan. Adapun gaya demokratis memberikan dampak paling positif karena mendorong partisipasi, kreativitas, dan rasa memiliki dalam bekerja. Dengan demikian, gaya kepemimpinan yang tepat berperan penting dalam meningkatkan motivasi serta kinerja guru di lingkungan madrasah. Kata Kunci: Gaya Kepemimpinan, Motivasi Kerja, Kinerja Guru
Teachers Work Stress and Conflict Dynamics in Islamic Educational Institutions: An Interpretive Qualitative Study at SMK Ma'arif NU 2 Karanglewas Aisah, Rahmadini Mulya; Noviami, Rizki Rahayu; Fauziyah, Naily; Sari, Enika; Hardiki, Dzulfikar; Suparjo, Suparjo
SENTRI: Jurnal Riset Ilmiah Vol. 5 No. 1 (2026): SENTRI : Jurnal Riset Ilmiah, Januari 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v5i1.5477

Abstract

Teacher work stress and conflict dynamics in educational institutions, particularly at SMK Ma'arif NU 2 Karanglewas, are critical issues that affect learning quality. Using an interpretive qualitative approach, this study explores teachers’ experiences related to workload, psychological pressure, and interpersonal conflict through in-depth interviews, observations, and document analysis. The findings show that high curriculum demands, administrative responsibilities, and emotional strain are major sources of stress that influence teacher motivation, performance, and interactions with students. Conflicts between teachers often arising from miscommunication, unequal task distribution, and differing views on student management further deteriorate the work atmosphere. These results highlight the need for systematic stress and conflict management supported by transformational leadership, clear task allocation policies, effective communication procedures, and stress management training. Consistent implementation of these strategies can enhance teacher well-being, improve workplace harmony, and strengthen overall educational quality while fostering a more supportive and sustainable school environment for the entire school community.
Co-Authors Aisah, Rahmadini Mulya Fauziyah, Naily Hardiki, Dzulfikar Noviami, Rizki Rahayu Sunhaji Suparjo