Electronic Theses and Dissertation

Kinerja guru smp di kabupaten simeulue masih menghadapi tantangan, terutama terkait motivasi, inovasi pembelajaran, dan konsistensi kepemimpinan kepala sekolah yang berdampak pada mutu pembelajaran. penelitian ini bertujuan menganalisis penerapan gaya kepemimpinan kepala sekolah dalam meningkatkan kinerja guru, dengan meninjau jenis kepemimpinan, efektivitas pelaksanaan, serta faktor pendukung dan penghambatnya. penelitian menggunakan metode kualitatif dengan pendekatan studi kasus. teknik pengumpulan data mencakup observasi, wawancara semi-terstruktur, dan dokumentasi. subjek penelitian terdiri dari kepala sekolah dan guru yang di smp negeri 1 simeulue timur, smp negeri 1 simeulue tengah, dan smp negeri 2 teupah barat. analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan, sementara keabsahan data diuji melalui triangulasi sumber, triangulasi teknik, dan member check. hasil penelitian menunjukkan perbedaan penerapan kepemimpinan di masing-masing sekolah. di smpn 1 simeulue timur, kepala sekolah menerapkan kepemimpinan situasional, di mana kepala sekolah menyesuaikan gaya kepemimpinan dengan situasi dan kebutuhan guru serta tantangan yang dihadapi sekolah. gaya kepemimpinan transformasional yang dipadukan dengan nilai-nilai spiritual efektif dalam meningkatkan motivasi, kedisiplinan, dan integritas guru. di smpn 1 simeulue tengah, gaya kepemimpinan transformasional dengan penekanan pada apresiasi dan pendampingan berhasil menumbuhkan semangat kerja guru, meskipun terdapat potensi bias dalam pemberian penghargaan. di smpn 2 teupah barat, kepemimpinan demokratis-partisipatif mendorong keterlibatan guru dalam pengambilan keputusan, sehingga menumbuhkan rasa memiliki terhadap kebijakan sekolah. faktor-faktor pendukung yang ditemukan dalam penelitian ini mencakup keteladanan kepala sekolah, budaya kekeluargaan, apresiasi terhadap guru, dan keterlibatan guru dalam pengambilan keputusan. sementara itu, faktor penghambat yang ditemukan antara lain adalah keterbatasan fasilitas, bias dalam penghargaan, proses pengambilan keputusan yang panjang, serta minimnya dukungan eksternal. penelitian ini juga menyoroti pentingnya penerapan kepemimpinan situasional, di mana kepala sekolah menyesuaikan gaya kepemimpinan dengan situasi dan kebutuhan yang ada, untuk menciptakan kondisi yang kondusif bagi peningkatan kinerja guru. kata kunci: gaya kepemimpinan, kepala sekolah, kinerja guru

Teacher performance in state junior high schools (SMPN) in Simeulue Regency continues to face challenges, particularly in motivation, instructional innovation, and the consistency of principals‟ leadership, all of which affect instructional quality. This study aims to analyze the implementation of principals‟ leadership styles to improve teacher performance by examining the types of leadership used, their effectiveness, and the supporting and inhibiting factors. The study employed a qualitative method using a case study approach. Data collection techniques included observation, semi-structured interviews, and documentation. The research subjects were principals and teachers purposively selected from SMPN 1 Simeulue Timur, SMPN 1 Simeulue Tengah, and SMPN 2 Teupah Barat. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data credibility was ensured through source triangulation, technique triangulation, and member checking. The findings reveal variations in leadership implementation across the three schools. At SMPN 1 Simeulue Timur, the principal applied transformational leadership integrated with spiritual values, which enhanced teachers‟ motivation, discipline, and integrity. At SMPN 1 Simeulue Tengah, transformational leadership emphasizing appreciation and mentoring fostered teachers‟ work enthusiasm, although potential bias in the distribution of rewards was identified. At SMPN 2 Teupah Barat, a democratic–participatory leadership style encouraged teacher involvement in decision-making, thereby strengthening teachers‟ sense of ownership of school policies. Overall, integrating transformational, democratic, and spiritual leadership styles proved more effective than applying a single style, as it strengthened participation, inspiration, moral commitment, and teachers‟ work ethic. Supporting factors included principals‟ role modeling, a family-oriented school culture, appreciation, and teacher involvement. In contrast, inhibiting factors encompassed limited facilities, reward bias, lengthy decision-making processes, and limited external support. The novelty of this study lies in its comparative analysis of leadership styles across three junior high schools in an archipelagic region, highlighting the integration of transformational, democratic, and spiritual leadership as a holistic approach to improving teacher performance and educational quality in geographically remote contexts. Keywords: Leadership styles, school principal, teacher performance