Electronic Theses and Dissertation

Salah satu faktor kunci dalam mewujudkan madrasah unggul adalah kepemimpinan kepala madrasah yang memberdayakan guru melalui pengembangan kompetensi. Penelitian ini bertujuan untuk menganalisis peran kepemimpinan kepala madrasah dalam meningkatkan kompetensi guru di MAN 1 dan MAN 2 Aceh Tengah. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian berupa kepala madrasah dan guru. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis dengan tahapan reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepemimpinan kepala madrasah dalam meningkatkan kompetensi guru di MAN 1 dan MAN 2 Aceh Tengah dilaksanakan secara sistematis, partisipatif, dan berkelanjutan melalui perencanaan berbasis kebutuhan, pelaksanaan program pengembangan,serta evaluasi yang terarah. Kepala madrasah berperan sebagai fasilitator dan motivator dengan menerapkan gaya kepemimpinan situasional dan transformasional yang efektif dalam meningkatkan kualitas pembelajaran. Meskipun menghadapi keterbatasan dana, waktu, dan pemanfaatan teknologi, berbagai upaya inovatif dan kolaboratif tetap dilakukan sehingga kepemimpinan kepala madrasah berkontribusi sebagai agen perubahan dalam pengembangan profesional guru.

One of the key factors in achieving high-performing madrasahs is the principal's leadership in empowering teachers through competency development. This study aims to analyze the role of madrasah principals' leadership in improving teachers' competence at State Islamic Senior High Schools (MAN) 1 and 2 of Aceh Tengah. The study employed a descriptive qualitative approach, with principals and teachers as the research subjects. Data were collected through interviews, observations, and documentation, and subsequently analyzed through the stages of data reduction, data display, and conclusion drawing. The findings indicate that the principals' leadership in enhancing teacher competence at MAN 1 and MAN 2 Aceh Tengah is implemented systematically, participatively, and sustainably through needs-based planning, the implementation of professional development programs, and structured evaluation. Moreover, the principals act as facilitators and motivators by adopting situational and transformational leadership styles, which are effective in improving the quality of instruction. Although constraints related to funding, time, and technology utilization are encountered, various innovative and collaborative efforts are continuously undertaken. Consequently, the principals' leadership contributes as an agent of change in fostering teachers' professional development.