Authentic Leadership In Madrassas: Asserting Islamic Values in Teacher Performance
Clicks: 474
ID: 10880
2019
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Emerging Content
74.5
/100
474 views
332 readers
Trending
AI Quality Assessment
Not analyzed
Readership in this journal
EmergingRanked #4 of 52 articles by views in journal of social studies education research
Most read
Least read
Bar heights use a square-root scale.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
This study examines the authentic leadership practices in Islamic secondary schools in East Kalimantan, Indonesia and elaborates on leadership styles for teacher performance. A survey method using quantitative approach was applied in this study. Descriptive statistics and t-test were used to analyze data. This study assigned 30 principals and 60 teachers as the respondents. In addition, 5 kinds of questionnaire were used to collect data. The results show that the authentic leadership and its components —including self-awareness, an internalized moral perspective, relational transparency, and balanced processing—have been practiced by the principals and teachers in Islamic Secondary Schools. Authentic leadership applied in MA is better than those in MTs. The authentic leadership has been internalized in the teaching of Prophet Muhammad in terms of sidiq (truthful), tabligh (advocacy), amanah (trustworthy), and fatonah (wisdom) as the core values in the daily school community practices. Teacher performance evidently improves with involvement in decision-making, communication processes, and the delegation of authority. Differences appear in practice, that MTs principals demonstrate less competency than senior counterparts because of their relative educational backgrounds and experiences. This study is limited in that it used non-probability sampling implying that the results cannot generate any context. This study originates in Islamic schools in Indonesian context that school reform is now in the process of change.
| Reference Key |
bahzar2019authenticjournal
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Moh. Bahzar; |
| Journal | journal of social studies education research |
| Year | 2019 |
| DOI |
DOI not found
|
| URL | |
| Keywords |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.