PENGARUH KEPEMIMPINAN KEPALA MADRASAH TERHADAP KINERJA GURU DI MAS AL JAUHAR DAN HUBBUL WATHAN BENGKALIS

Roidus Sadam; Mas'ud Zein; Khairil Anwar

doi:10.30998/etnqtf13

Authors

Roidus Sadam Universitas Islam Negeri Syarif Kasim Riau Author
Mas'ud Zein Universitas Islam Negeri Sultan Syarif Kasim Riau Author
Khairil Anwar Universitas Islam Negeri Sultan Syarif Kasim Riau Author

DOI:

https://doi.org/10.30998/etnqtf13

Keywords:

Kepemimpinan Transformasional, Kecerdasan Emosional, Kinerja Guru

Abstract

Penelitian ini bertujuan menganalisis pengaruh kepemimpinan kepala madrasah dan kecerdasan emosional terhadap kinerja guru di MAS Al-Jauhar dan MAS Hubbulwathan Kabupaten Bengkalis, baik secara parsial maupun simultan. Fenomena menarik ditemukan di kedua madrasah yang mencapai kinerja guru optimal meskipun menghadapi keterbatasan sarana prasarana dan anggaran, mengindikasikan peran krusial faktor kepemimpinan dan kecerdasan emosional kepala madrasah. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Pengumpulan data dilakukan melalui wawancara mendalam dengan kepala madrasah dan guru, observasi aktivitas kepemimpinan dalam supervisi akademik dan pembinaan, serta dokumentasi catatan supervisi dan data kinerja. Analisis data menggunakan model interaktif Miles et al., meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijamin melalui triangulasi sumber, triangulasi metode, dan member checking. Hasil penelitian menunjukkan kepemimpinan kepala madrasah berpengaruh sangat signifikan terhadap kinerja guru melalui praktik kepemimpinan transformasional, instruksional, dan partisipatif. Kepala madrasah menerapkan supervisi akademik kolaboratif, forum diskusi pembelajaran berkala, komunikasi visi yang jelas, dan pemberdayaan guru dalam pengambilan keputusan. Kecerdasan emosional kepala madrasah yang mencakup kesadaran diri, empati, regulasi emosi, dan keterampilan sosial terbukti berpengaruh signifikan baik secara parsial maupun simultan dengan kepemimpinan. Sinergi kepemimpinan efektif dan kecerdasan emosional tinggi menciptakan lingkungan kerja supportif yang mengkompensasi keterbatasan material, mendorong kinerja optimal guru, dan mendukung pencapaian SDGs khususnya pendidikan berkualitas (SDG 4), pekerjaan layak (SDG 8), dan pengurangan ketimpangan (SDG 10).

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