SCHOOL-BASED MANAGEMENT AND PRINCIPAL LEADERSHIP FOR IMPROVING TEACHER PERFORMANCE IN AN INDONESIAN ISLAMIC HIGH SCHOOL
DOI:
https://doi.org/10.30868/ei.v14i01.10897Keywords:
school-based management, principal leadership, teacher performance, Islamic educationAbstract
Teacher performance is central to instructional quality, yet school autonomy does not automatically translate into stronger professional practice. This study examines how school-based management and principal leadership support teacher performance at SMA Miftahul Khair, OKU Timur, South Sumatra, while addressing gaps in planning, supervision, digital competence, resources, and teacher participation. A qualitative field case study used a naturalistic, phenomenological orientation. Data were collected through semi-structured interviews with the principal, vice principal, teachers, and staff, direct observation, and document analysis, then processed through data collection, reduction, display, conclusion drawing, and verification with source-method triangulation and member checking. Findings show generally positive teacher performance in discipline, personality, collegial relations, lesson planning, use of media, and instructional methods. School-based management strengthened participatory planning, professional development, discipline, and evaluation, while principal leadership was situational, democratic, educative, and motivational. Constraints included limited infrastructure and financing, uneven digital competence, simplified planning, incomplete committee participation, and suboptimal supervision. The study concludes that teacher performance improves when school autonomy is coupled with participatory leadership, structured professional learning, and accountable supervision. Schools should strengthen evidence-based planning, teacher collaboration, MGMP participation, digital capacity, infrastructure, welfare support, and stakeholder involvement, while future studies systematically compare multiple Islamic and general secondary schools.
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