1) The document discusses transformational leadership in cultural embedding of madrasahs in Jambi Province, Indonesia. It examines three madrasahs - MAN Olak Kemang in Jambi City, MAN Pulau Temiang in Tebo District, and MAN 2 East Tanjung Jabung.
2) The principals of the three madrasahs embody transformational leadership traits like building trust, shared commitment to change, creativity, courage, and being role models. They direct vision, act as agents of change, communicate, coach, secure support and guarantee success.
3) Transformational leadership helps embed an Islamic culture in the madrasahs through idealized influence, inspir
The 12-day induction training program was held at Casa Maria in Kottayam, Kerala for 40 newly recruited government employees. The program aimed to build their capacities to improve public service delivery. It included a mix of classroom learning, activities, field visits, yoga, and cultural programs. Trainees were engaged in a residental style of learning by doing, with an emphasis on applying the skills learned such as communication, time management and leadership. The facilitators included experienced trainers who used multi-sensory techniques to ensure the lessons had a lasting impact.
Latha Murthy has over 33 years of experience in education, including as a teacher, school administrator, and principal. She has managed teams and schools, developed curricula, and trained over 1800 teachers. Her expertise includes leadership, strategic planning, and community engagement. Currently, she is the founder and director of VishVin Educational Institute, which operates preschools and provides teacher training. She seeks a new challenging role to contribute to students' growth and development.
Sunaj Abdul Majeed is seeking a position that utilizes his experience and education. He has a Masters in Education and Psychology and is pursuing a Masters in Psychology. He has over 10 years of experience in teaching Psychology, Sociology, and English at both the high school and university levels in India and the UAE. His strengths include knowledge of education systems, strong teaching skills, motivation, leadership, and multitasking abilities.
This document summarizes a research paper on the effect of emotional intelligence and work motivation on chief innovation in junior high schools in Jambi Province, Indonesia. The study found that emotional intelligence and work motivation have a positive and significant impact on chief innovation. Principals with higher emotional intelligence and work motivation were better able to develop innovations in their schools. The study was based on a sample of 30 principals across three regions in Jambi Province. Data collection methods included surveys, interviews and document reviews. The results indicated that innovations implemented by principals included improvements to school facilities, programs, and student and teacher achievements.
This document summarizes a research paper on the effect of emotional intelligence and work motivation on chief innovation in junior high schools in Jambi Province, Indonesia. The study found that emotional intelligence and work motivation have a positive and significant impact on chief innovation. Principals with higher emotional intelligence and work motivation were better able to develop innovations in their schools. The study was conducted on 30 principals across 3 regions using questionnaires and analysis tools to test the relationships between the variables. The results indicate that improving emotional intelligence and work motivation in principals can help increase innovation in schools.
1) The document discusses a study on the effect of emotional intelligence and work motivation on principal innovation in junior high schools in Jambi Province, Indonesia.
2) It provides background on the roles and responsibilities of principals and defines innovation.
3) Tables 1-3 summarize innovations made by principals of several schools, such as increasing classrooms, adding facilities like language labs and libraries, and improving student and teacher achievements in competitions.
11. mukhtar, risnita, animar, hapzi ali, uin jambi, www.quest.orgHapzi Ali
This document summarizes a research paper on the effect of emotional intelligence and work motivation on chief innovation in junior high schools in Jambi Province, Indonesia. The study found that emotional intelligence and work motivation have a positive and significant impact on chief innovation. Principals with higher emotional intelligence and work motivation were better able to develop innovations in their schools. The study was based on a sample of 30 principals across three regions in Jambi Province. Data collection methods included surveys, interviews and document reviews. The results indicated that innovations implemented by principals included improvements to school facilities, programs, and student and teacher achievements.
The 12-day induction training program was held at Casa Maria in Kottayam, Kerala for 40 newly recruited government employees. The program aimed to build their capacities to improve public service delivery. It included a mix of classroom learning, activities, field visits, yoga, and cultural programs. Trainees were engaged in a residental style of learning by doing, with an emphasis on applying the skills learned such as communication, time management and leadership. The facilitators included experienced trainers who used multi-sensory techniques to ensure the lessons had a lasting impact.
Latha Murthy has over 33 years of experience in education, including as a teacher, school administrator, and principal. She has managed teams and schools, developed curricula, and trained over 1800 teachers. Her expertise includes leadership, strategic planning, and community engagement. Currently, she is the founder and director of VishVin Educational Institute, which operates preschools and provides teacher training. She seeks a new challenging role to contribute to students' growth and development.
Sunaj Abdul Majeed is seeking a position that utilizes his experience and education. He has a Masters in Education and Psychology and is pursuing a Masters in Psychology. He has over 10 years of experience in teaching Psychology, Sociology, and English at both the high school and university levels in India and the UAE. His strengths include knowledge of education systems, strong teaching skills, motivation, leadership, and multitasking abilities.
This document summarizes a research paper on the effect of emotional intelligence and work motivation on chief innovation in junior high schools in Jambi Province, Indonesia. The study found that emotional intelligence and work motivation have a positive and significant impact on chief innovation. Principals with higher emotional intelligence and work motivation were better able to develop innovations in their schools. The study was based on a sample of 30 principals across three regions in Jambi Province. Data collection methods included surveys, interviews and document reviews. The results indicated that innovations implemented by principals included improvements to school facilities, programs, and student and teacher achievements.
This document summarizes a research paper on the effect of emotional intelligence and work motivation on chief innovation in junior high schools in Jambi Province, Indonesia. The study found that emotional intelligence and work motivation have a positive and significant impact on chief innovation. Principals with higher emotional intelligence and work motivation were better able to develop innovations in their schools. The study was conducted on 30 principals across 3 regions using questionnaires and analysis tools to test the relationships between the variables. The results indicate that improving emotional intelligence and work motivation in principals can help increase innovation in schools.
1) The document discusses a study on the effect of emotional intelligence and work motivation on principal innovation in junior high schools in Jambi Province, Indonesia.
2) It provides background on the roles and responsibilities of principals and defines innovation.
3) Tables 1-3 summarize innovations made by principals of several schools, such as increasing classrooms, adding facilities like language labs and libraries, and improving student and teacher achievements in competitions.
11. mukhtar, risnita, animar, hapzi ali, uin jambi, www.quest.orgHapzi Ali
This document summarizes a research paper on the effect of emotional intelligence and work motivation on chief innovation in junior high schools in Jambi Province, Indonesia. The study found that emotional intelligence and work motivation have a positive and significant impact on chief innovation. Principals with higher emotional intelligence and work motivation were better able to develop innovations in their schools. The study was based on a sample of 30 principals across three regions in Jambi Province. Data collection methods included surveys, interviews and document reviews. The results indicated that innovations implemented by principals included improvements to school facilities, programs, and student and teacher achievements.
ABSTRACT AND INTRODUCTION English learning model.docxiswatulamaliah794
The document discusses an ethnographic study of the English learning model at MAS Jeumala Amal, an Islamic boarding school in Indonesia. It found that the school designs English language learning carefully through classroom activities that develop functional skills and communication training in boarding school programs. The learning model adheres to a behaviorist pattern that emphasizes habit-forming language skills through structured activities with rewards and punishments. The boarding school's model, which provides additional English tutoring outside regular classes, has helped many students excel in English competitions.
Transformative Teaching Information Sessioncehdtech
The document describes an information session for George Mason University's Transformative Teaching program. The 2-year hybrid Master's program trains experienced teachers to enhance their practice and improve education through project-based learning, action research, and developing skills in areas like social justice, ethical leadership, and innovation. Teachers take online courses during fall and spring semesters and meet with their cohort for a week each summer to collaborate on projects focused on educational improvement in their own schools and communities.
The document is the final newsletter of the Strengthening Teacher Education in Pakistan (STEP) project. It discusses the impact and accomplishments of the STEP project over its 7 year duration. It highlights that STEP has strengthened capacity and empowered stakeholders, resulting in remarkable transformations in teaching practices, attitudes, and access to education. The director notes that they hope the positive changes will be sustained by stakeholders. It also summarizes some of the project's activities, including training teachers, education officers, and head teachers to strengthen education systems and improve quality and access to schooling.
This document analyzes the effect of work ethic and transformative leadership on the effectiveness of management of boarding schools in Jambi Province, Indonesia. It begins with an introduction to boarding schools and definitions of management effectiveness. It then discusses work ethic and transformative leadership as potential factors influencing management effectiveness. The study aims to analyze the partial and simultaneous effects of work ethic and transformative leadership on management effectiveness. A literature review covers management effectiveness, work ethic, and transformative leadership. The results of the analysis found that work ethic and transformative leadership explained 69% of the variance in management effectiveness, with the remaining 31% influenced by other variables. Both factors were found to have a positive and significant impact on management
05. hapzi ali, mukhtar, sofwan, iain sts jambi, www.serialjournals.comHapzi Ali
This document analyzes the effect of work ethic and transformative leadership on the effectiveness of management of boarding schools in Jambi Province, Indonesia. It begins with an introduction on boarding schools and definitions of management effectiveness. It then discusses theories on work ethic, transformative leadership, and the four functions of management: planning, organizing, mobilizing, and supervision. The document presents data on the curriculum of boarding schools in Jambi from 2012-2014. It aims to analyze the partial and simultaneous effects of work ethic and transformative leadership on management effectiveness.
This document analyzes the effect of work ethic and transformative leadership on the effectiveness of management of boarding schools in Jambi Province, Indonesia. It begins with an introduction to boarding schools and definitions of management effectiveness. It then discusses work ethic and transformative leadership as potential factors influencing management effectiveness. The study aims to analyze the partial and simultaneous effects of work ethic and transformative leadership on management effectiveness. A literature review covers management effectiveness, work ethic, and transformative leadership. The results of the analysis found that work ethic and transformative leadership can explain 69% of the effectiveness of boarding school management.
05. hapzi ali, mukhtar, sofwan, uin jambi, www.serialjournals.comHapzi Ali
This document summarizes a study on the work ethic and transformative leadership of boarding school principals in Jambi Province, Indonesia and their impact on the effectiveness of boarding school management. The study found that work ethic and transformative leadership can explain 69% of boarding school management effectiveness, while the remaining 31% is influenced by other variables. Both work ethic and transformative leadership were found to have a positive and significant impact on boarding school management effectiveness, both individually and collectively. Schools with stronger work ethics and transformative leadership tended to have more effective management.
05. hapzi ali, mukhtar, sofwan, uin jambi, www.serialjournals.comHapzi Ali
This document summarizes a study on the work ethic and transformative leadership of boarding school principals in Jambi Province, Indonesia and their impact on the effectiveness of boarding school management. The study found that work ethic and transformative leadership can explain 69% of the variance in boarding school management effectiveness, while the remaining 31% is influenced by other variables. Both work ethic and transformative leadership were found to have a positive and significant impact on boarding school management effectiveness, both individually and collectively. The better the work ethic and transformative leadership, the more effective the management of boarding schools in Jambi Province.
If we educate a boy, we educate an individual. If we educate a girl, we educate the whole family but if we educate a teacher, we actually educate the whole community.
Teaching is the one profession that creates all other professions. So what's you think?
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
The Government of Pakistan is committed to improving education quality by enhancing teacher standards. To this end, the Ministry of Education developed National Professional Standards for Teachers (NPSTs) in 2009 with support from UNESCO and USAID. The NPSTs outline the essential knowledge and competencies teachers should possess in areas such as content mastery, student learning and development, classroom management, assessment, professional conduct, and more. The standards aim to help teachers continuously develop and improve their skills.
National professional standards for teachers in pakistanRabbia Malik
The Government of Pakistan is committed to improving education quality by enhancing teacher standards. To this end, the Ministry of Education developed National Professional Standards for Teachers (NPSTs) in 2009 with support from UNESCO and USAID. The NPSTs outline the essential knowledge and competencies teachers should possess in areas such as content mastery, student learning and development, classroom management, assessment, professional conduct, and more to effectively support student achievement.
This document discusses different aspects of teacher education in India. It outlines the various institutions that provide teacher education, including College of Teacher Education, Block Resource Centres, Cluster Resource Centres, Teacher Training Institutes, and District Institutes for Education and Training. It describes the nature of teacher education as a continuous, broad, and evolving process focused on curriculum, design, and transaction modes. It also outlines the roles and functions of Block Resource Centres, Cluster Resource Centres, Teacher Training Institutes, and District Institutes for Education and Training in providing pre-service and in-service teacher training in India.
The document summarizes the October 2014 edition of the Botswana Education Hub newsletter. It discusses several topics:
1) The Director of Botswana Education Hub visited two schools, Moeding College and Mmadinare Senior Secondary School, to consult on implementing the Duke of Edinburgh International Award program and found the schools making progress in preparations.
2) Botswana Education Hub witnessed the greywater recycling project at Motsumi CJSS in Letlhakane that has significantly reduced the school's water bills. The project highlights the need to reuse water resources in Botswana.
3) Botswana Education Hub will give presentations to school heads around the country from September to November about the goals, principles and processes of
The document summarizes the October 2014 edition of the Botswana Education Hub newsletter. It discusses the director's thoughts on partnerships in education and reasons why government agencies sometimes work in silos. It also provides updates on several Botswana Education Hub events and initiatives in October 2014, including consultations with school heads about implementing the Duke of Edinburgh International Award, a school water recycling project, regional meetings on the Adopt a School program, and an event sending top achievers abroad for their studies.
This document discusses best practices at the MTsN Aryojeding Islamic Junior High School in Tulungagung, East Java. It outlines their efforts to:
1) Build trust between the school, parents, teachers and principal through cooperation, fairness, and acting as role models.
2) Develop strong systems through management restructuring, professional development, facility improvements, and international partnerships.
3) Focus on character education through religious and social practices.
4) Reward high-achieving students through scholarships and recognition.
5) Implement selective recruitment and provide scholarships for poor students.
6) Establish special classes and leadership programs to improve student outcomes.
[NPSTP] National Professional Standards for Teachers in Pakistanzulfiqaralibehan
The document outlines the National Professional Standards for Teachers (NPSTs) in Pakistan. It provides details on the 27 standards that teachers are expected to know and understand in order to enhance the quality of education. The standards cover teachers' subject matter knowledge, knowledge of student learning, Islamic values, curriculum and planning, assessment, classroom environment, communication skills, engagement with parents and community, professional conduct, and strategies for teaching English. The NPSTs were developed by the Ministry of Education in Pakistan to improve education quality by enhancing teacher quality.
RELATIONSHIP BETWEEN MENTORING TRAINING PROGRAMME AND TEACHERS’ JOB PERFORMAN...UsmanAhmadTijjani
This study examines the relationship between mentoring training programs and teachers' job performance in public primary schools in Nigeria's North-West Zone. The study found that mentoring programs can improve teachers' instructional delivery, subject mastery, classroom management skills, and ability to conduct student assessments. When implemented effectively as a teacher training approach, mentoring contributes to teacher development and positively influences job performance. The study recommends that government and school authorities support mentoring programs to help enhance educational standards.
Pattern Principals Leadership in Increasing Quality Education MA Muhammadiyah...SubmissionResearchpa
The leadership pattern of the head a madrasah is very influential in improving the quality of education in an educational institution. This research was conducted at the ma muhammadiyah lamongan 10 palirangan solokuro formulation with the following problems: (1) what is the pattern of leadership of the madrasa heads in improving the quality of education at ma muhammadiyah 10 palirangan solokuro lamongan? ; (2) what is the achievement of quality education at ma muhammadiyah 10 palirangan solokuro lamongan? ; (3) what are the supporting factors and obstacles to the pattern of leadership of the madrasa leaders in improving the quality of education at ma muhammadiyah lamongan 10 palirangan solokuro ?. The method used in this study uses a qualitative approach to the type of phenomenological research and collection of data through observation techniques, interviews, documentation and questionnaires. As for the results of this study is the leadership pattern of the head of the madrassa by using an autocratic pattern has succeeded in improving the quality of education by Husnul Aqib and Nur Efendi2 2020. Pattern Principals Leadership in Increasing Quality Education MA Muhammadiyah 10 Palirangan Solokuro Lamongan. International Journal on Integrated Education. 3, 3 (Jun. 2020), 183-189. DOI:https://doi.org/10.31149/ijie.v3i3.427 https://journals.researchparks.org/index.php/IJIE/article/view/427/404 https://journals.researchparks.org/index.php/IJIE/article/view/427
1) The document is an abstract from a thesis submitted to the Department of Primary Teacher Education at Gorontalo State University, Indonesia.
2) The thesis examines the principal's role as a motivator in improving student achievement at SDN Totikum Lobuton elementary school in Banggai Islands District.
3) The results showed that the school's principals and teachers paid more attention to motivating students by giving advice, praise, and encouragement to help students achieve optimal goals.
This study aims to analyze the influence of organizational culture and midwife competency on midwife performance at community health centers in Jambi Province, Indonesia. The study population was 391 midwives across three regencies. Quantitative analysis using path analysis and determination analysis was conducted to analyze the partial and simultaneous effects. The results showed that organizational culture and midwife competency had a positive and significant effect on midwife performance.
14. ahmad syukri, marwazi, musli, iain sts jambi, www.ijhssi.orgkhristina damayanti
This summary provides an overview of the key points from the document:
1. The document discusses empowerment of Islamic elementary schools (SDITs) in Jambi Province, Indonesia to improve education quality.
2. It finds that education foundations are able to empower SDITs to become high-quality, sought-after schools through commitments to quality, community support, strong religious education, and good management.
3. SDIT empowerment strategies to improve education quality include engaging stakeholders, partnerships, promotions, infrastructure investments, academic and extracurricular programs, educator development, and rewards/sanctions.
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ABSTRACT AND INTRODUCTION English learning model.docxiswatulamaliah794
The document discusses an ethnographic study of the English learning model at MAS Jeumala Amal, an Islamic boarding school in Indonesia. It found that the school designs English language learning carefully through classroom activities that develop functional skills and communication training in boarding school programs. The learning model adheres to a behaviorist pattern that emphasizes habit-forming language skills through structured activities with rewards and punishments. The boarding school's model, which provides additional English tutoring outside regular classes, has helped many students excel in English competitions.
Transformative Teaching Information Sessioncehdtech
The document describes an information session for George Mason University's Transformative Teaching program. The 2-year hybrid Master's program trains experienced teachers to enhance their practice and improve education through project-based learning, action research, and developing skills in areas like social justice, ethical leadership, and innovation. Teachers take online courses during fall and spring semesters and meet with their cohort for a week each summer to collaborate on projects focused on educational improvement in their own schools and communities.
The document is the final newsletter of the Strengthening Teacher Education in Pakistan (STEP) project. It discusses the impact and accomplishments of the STEP project over its 7 year duration. It highlights that STEP has strengthened capacity and empowered stakeholders, resulting in remarkable transformations in teaching practices, attitudes, and access to education. The director notes that they hope the positive changes will be sustained by stakeholders. It also summarizes some of the project's activities, including training teachers, education officers, and head teachers to strengthen education systems and improve quality and access to schooling.
This document analyzes the effect of work ethic and transformative leadership on the effectiveness of management of boarding schools in Jambi Province, Indonesia. It begins with an introduction to boarding schools and definitions of management effectiveness. It then discusses work ethic and transformative leadership as potential factors influencing management effectiveness. The study aims to analyze the partial and simultaneous effects of work ethic and transformative leadership on management effectiveness. A literature review covers management effectiveness, work ethic, and transformative leadership. The results of the analysis found that work ethic and transformative leadership explained 69% of the variance in management effectiveness, with the remaining 31% influenced by other variables. Both factors were found to have a positive and significant impact on management
05. hapzi ali, mukhtar, sofwan, iain sts jambi, www.serialjournals.comHapzi Ali
This document analyzes the effect of work ethic and transformative leadership on the effectiveness of management of boarding schools in Jambi Province, Indonesia. It begins with an introduction on boarding schools and definitions of management effectiveness. It then discusses theories on work ethic, transformative leadership, and the four functions of management: planning, organizing, mobilizing, and supervision. The document presents data on the curriculum of boarding schools in Jambi from 2012-2014. It aims to analyze the partial and simultaneous effects of work ethic and transformative leadership on management effectiveness.
This document analyzes the effect of work ethic and transformative leadership on the effectiveness of management of boarding schools in Jambi Province, Indonesia. It begins with an introduction to boarding schools and definitions of management effectiveness. It then discusses work ethic and transformative leadership as potential factors influencing management effectiveness. The study aims to analyze the partial and simultaneous effects of work ethic and transformative leadership on management effectiveness. A literature review covers management effectiveness, work ethic, and transformative leadership. The results of the analysis found that work ethic and transformative leadership can explain 69% of the effectiveness of boarding school management.
05. hapzi ali, mukhtar, sofwan, uin jambi, www.serialjournals.comHapzi Ali
This document summarizes a study on the work ethic and transformative leadership of boarding school principals in Jambi Province, Indonesia and their impact on the effectiveness of boarding school management. The study found that work ethic and transformative leadership can explain 69% of boarding school management effectiveness, while the remaining 31% is influenced by other variables. Both work ethic and transformative leadership were found to have a positive and significant impact on boarding school management effectiveness, both individually and collectively. Schools with stronger work ethics and transformative leadership tended to have more effective management.
05. hapzi ali, mukhtar, sofwan, uin jambi, www.serialjournals.comHapzi Ali
This document summarizes a study on the work ethic and transformative leadership of boarding school principals in Jambi Province, Indonesia and their impact on the effectiveness of boarding school management. The study found that work ethic and transformative leadership can explain 69% of the variance in boarding school management effectiveness, while the remaining 31% is influenced by other variables. Both work ethic and transformative leadership were found to have a positive and significant impact on boarding school management effectiveness, both individually and collectively. The better the work ethic and transformative leadership, the more effective the management of boarding schools in Jambi Province.
If we educate a boy, we educate an individual. If we educate a girl, we educate the whole family but if we educate a teacher, we actually educate the whole community.
Teaching is the one profession that creates all other professions. So what's you think?
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
The Government of Pakistan is committed to improving education quality by enhancing teacher standards. To this end, the Ministry of Education developed National Professional Standards for Teachers (NPSTs) in 2009 with support from UNESCO and USAID. The NPSTs outline the essential knowledge and competencies teachers should possess in areas such as content mastery, student learning and development, classroom management, assessment, professional conduct, and more. The standards aim to help teachers continuously develop and improve their skills.
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The Government of Pakistan is committed to improving education quality by enhancing teacher standards. To this end, the Ministry of Education developed National Professional Standards for Teachers (NPSTs) in 2009 with support from UNESCO and USAID. The NPSTs outline the essential knowledge and competencies teachers should possess in areas such as content mastery, student learning and development, classroom management, assessment, professional conduct, and more to effectively support student achievement.
This document discusses different aspects of teacher education in India. It outlines the various institutions that provide teacher education, including College of Teacher Education, Block Resource Centres, Cluster Resource Centres, Teacher Training Institutes, and District Institutes for Education and Training. It describes the nature of teacher education as a continuous, broad, and evolving process focused on curriculum, design, and transaction modes. It also outlines the roles and functions of Block Resource Centres, Cluster Resource Centres, Teacher Training Institutes, and District Institutes for Education and Training in providing pre-service and in-service teacher training in India.
The document summarizes the October 2014 edition of the Botswana Education Hub newsletter. It discusses several topics:
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2) Botswana Education Hub witnessed the greywater recycling project at Motsumi CJSS in Letlhakane that has significantly reduced the school's water bills. The project highlights the need to reuse water resources in Botswana.
3) Botswana Education Hub will give presentations to school heads around the country from September to November about the goals, principles and processes of
The document summarizes the October 2014 edition of the Botswana Education Hub newsletter. It discusses the director's thoughts on partnerships in education and reasons why government agencies sometimes work in silos. It also provides updates on several Botswana Education Hub events and initiatives in October 2014, including consultations with school heads about implementing the Duke of Edinburgh International Award, a school water recycling project, regional meetings on the Adopt a School program, and an event sending top achievers abroad for their studies.
This document discusses best practices at the MTsN Aryojeding Islamic Junior High School in Tulungagung, East Java. It outlines their efforts to:
1) Build trust between the school, parents, teachers and principal through cooperation, fairness, and acting as role models.
2) Develop strong systems through management restructuring, professional development, facility improvements, and international partnerships.
3) Focus on character education through religious and social practices.
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6) Establish special classes and leadership programs to improve student outcomes.
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The document outlines the National Professional Standards for Teachers (NPSTs) in Pakistan. It provides details on the 27 standards that teachers are expected to know and understand in order to enhance the quality of education. The standards cover teachers' subject matter knowledge, knowledge of student learning, Islamic values, curriculum and planning, assessment, classroom environment, communication skills, engagement with parents and community, professional conduct, and strategies for teaching English. The NPSTs were developed by the Ministry of Education in Pakistan to improve education quality by enhancing teacher quality.
RELATIONSHIP BETWEEN MENTORING TRAINING PROGRAMME AND TEACHERS’ JOB PERFORMAN...UsmanAhmadTijjani
This study examines the relationship between mentoring training programs and teachers' job performance in public primary schools in Nigeria's North-West Zone. The study found that mentoring programs can improve teachers' instructional delivery, subject mastery, classroom management skills, and ability to conduct student assessments. When implemented effectively as a teacher training approach, mentoring contributes to teacher development and positively influences job performance. The study recommends that government and school authorities support mentoring programs to help enhance educational standards.
Pattern Principals Leadership in Increasing Quality Education MA Muhammadiyah...SubmissionResearchpa
The leadership pattern of the head a madrasah is very influential in improving the quality of education in an educational institution. This research was conducted at the ma muhammadiyah lamongan 10 palirangan solokuro formulation with the following problems: (1) what is the pattern of leadership of the madrasa heads in improving the quality of education at ma muhammadiyah 10 palirangan solokuro lamongan? ; (2) what is the achievement of quality education at ma muhammadiyah 10 palirangan solokuro lamongan? ; (3) what are the supporting factors and obstacles to the pattern of leadership of the madrasa leaders in improving the quality of education at ma muhammadiyah lamongan 10 palirangan solokuro ?. The method used in this study uses a qualitative approach to the type of phenomenological research and collection of data through observation techniques, interviews, documentation and questionnaires. As for the results of this study is the leadership pattern of the head of the madrassa by using an autocratic pattern has succeeded in improving the quality of education by Husnul Aqib and Nur Efendi2 2020. Pattern Principals Leadership in Increasing Quality Education MA Muhammadiyah 10 Palirangan Solokuro Lamongan. International Journal on Integrated Education. 3, 3 (Jun. 2020), 183-189. DOI:https://doi.org/10.31149/ijie.v3i3.427 https://journals.researchparks.org/index.php/IJIE/article/view/427/404 https://journals.researchparks.org/index.php/IJIE/article/view/427
1) The document is an abstract from a thesis submitted to the Department of Primary Teacher Education at Gorontalo State University, Indonesia.
2) The thesis examines the principal's role as a motivator in improving student achievement at SDN Totikum Lobuton elementary school in Banggai Islands District.
3) The results showed that the school's principals and teachers paid more attention to motivating students by giving advice, praise, and encouragement to help students achieve optimal goals.
Similar to 12. amir faisol, hidayat, sumarto, hapzi ali, uin jambi, www.questjournals.org (20)
This study aims to analyze the influence of organizational culture and midwife competency on midwife performance at community health centers in Jambi Province, Indonesia. The study population was 391 midwives across three regencies. Quantitative analysis using path analysis and determination analysis was conducted to analyze the partial and simultaneous effects. The results showed that organizational culture and midwife competency had a positive and significant effect on midwife performance.
14. ahmad syukri, marwazi, musli, iain sts jambi, www.ijhssi.orgkhristina damayanti
This summary provides an overview of the key points from the document:
1. The document discusses empowerment of Islamic elementary schools (SDITs) in Jambi Province, Indonesia to improve education quality.
2. It finds that education foundations are able to empower SDITs to become high-quality, sought-after schools through commitments to quality, community support, strong religious education, and good management.
3. SDIT empowerment strategies to improve education quality include engaging stakeholders, partnerships, promotions, infrastructure investments, academic and extracurricular programs, educator development, and rewards/sanctions.
This document summarizes a research paper that studied the influence of work climate, leaders' characteristics, and their impact on teacher motivation at state senior high schools in Jambi Province, Indonesia. The study had the following key points:
1) It examined the effect of work climate and leaders' characteristics separately on teacher work motivation, as well as their combined effect.
2) A sample of 228 teachers from 3 districts/cities were surveyed using questionnaires. The data was analyzed using statistical tests in SPSS.
3) The results showed that both work climate and leaders' characteristics positively and significantly influence teacher work motivation individually. Their combined effect also positively impacts teacher motivation. Better work environments and leadership qualities lead to higher
This document summarizes a study on transformational leadership in cultural embedding of madrasahs in Jambi Province, Indonesia. The study examined three madrasahs: MAN Olak Kemang in Jambi City, MAN Pulau Temiang in Tebo District, and MAN 2 East Tanjung Jabung. Principals at these madrasahs were found to have strong Muslim personalities, know members' needs, build confidence, motivate change, and be exemplary leaders. Their roles included setting direction, being agents of change, communicating vision, coaching, securing support, and guiding cultural shifts. Transformational leadership was successful through applying idealized influence, inspirational motivation, intellectual stimulation, and individualized
This document analyzes the effects of leadership style and organizational culture on career development at the Ministry of Religious Affairs in Jambi Province, Indonesia. It finds that teachers have faced difficulties advancing in their careers, especially with promotions. The study aims to determine the influence of leadership style and organizational culture on teacher career development, both individually and simultaneously. A literature review discusses theories of career development, leadership styles, and organizational culture. The conceptual framework proposes that leadership style and organizational culture affect career development. The methodology describes a quantitative survey approach using path analysis on a sample of 151 teachers. Preliminary tests were conducted and the results showed that leadership style and organizational culture have a positive and significant impact on teacher career development at the ministry.
This document summarizes a study on the influence of achievement motivation and organizational climate on job satisfaction of lecturers at colleges of Islamic religious education in Jambi, Indonesia. The study analyzed 126 permanent lecturers across 6 colleges. Quantitative analysis using path analysis and determination testing found that achievement motivation and organizational climate explained 76% of job satisfaction, with the remaining 24% from other variables. Both achievement motivation and organizational climate were found to significantly influence job satisfaction individually and simultaneously. The better the achievement motivation and organizational climate, the higher the lecturer's job satisfaction. The document provides background on factors of job satisfaction, achievement motivation, and organizational climate based on various theories.
1) The document discusses a study analyzing the effect of principal supervision knowledge and interpersonal communication on principal accountability in junior high schools in Jambi Province, Indonesia.
2) The study found that principal supervision knowledge and interpersonal communication both positively and significantly impact principal accountability. Better knowledge of supervision and communication lead to better accountability.
3) The study used a quantitative survey method with 123 principal samples and found that supervision knowledge and interpersonal communication each have a partial positive and significant effect on principal accountability, and together have a simultaneous positive and significant effect.
This document summarizes a study that analyzed the influence of managerial knowledge and organizational culture on the professionalism of principals in junior high schools in Jambi Province, Indonesia. A path analysis was conducted using data from 564 principals. The results showed that managerial knowledge and organizational culture explained 83.7% of the variance in principal professionalism. Both factors were found to have a positive and significant impact on principal professionalism, either individually or together. The study concluded that improving managerial knowledge and strengthening organizational culture can enhance principal professionalism.
This document analyzes the influence of transformational leadership and organizational commitment on leadership effectiveness at state universities in Jambi Province, Indonesia. A study was conducted surveying 100 faculty members across four state universities. Results showed that transformational leadership and organizational commitment explained 40.1% of leadership effectiveness, while the remaining 59.9% was influenced by other variables. Both transformational leadership and organizational commitment were found to significantly influence leadership effectiveness individually and together. The study concludes that strengthening transformational leadership and organizational commitment among university leaders would help improve leadership achievement.
This document summarizes a research study on the effectiveness of human resources training programs in increasing productivity among small batik industries in Jambi Province, Indonesia. The study found that training conducted by the Department of Industry and Trade was not effective at producing skilled batik artisans. Data showed low rates of skilled artisans after training in several regions. Causes identified included immature planning, unselective teacher recruitment, lack of standardized operating procedures, low trainee discipline and motivation, lack of training targets, and non-systematic evaluation. The study aims to identify why training has not effectively increased skills and propose improvements to training effectiveness and productivity.
This document presents the results of a study investigating the influence of transformational leadership and organizational culture on chairman innovation at three Islamic high schools (STAI) in Jambi Province, Indonesia. The study found that:
1) Transformational leadership has a direct, positive and significant influence on chairman innovation at the STAIs.
2) Organizational culture also has a direct, positive and significant impact on chairman innovation.
3) Transformational leadership and organizational culture together have a simultaneous direct and indirect effect on chairman innovation at the STAIs in Jambi Province.
This document summarizes a study on the management of zakat (Islamic alms-giving) by the National Zakat Agency (BAZNAS) in Jambi Province, Indonesia to support education. The study assessed the legal basis, zakat collection procedures, distribution techniques, and monitoring efforts. It found that BAZNAS references Islamic scripture and Indonesian law in its work. Zakat collection and distribution increased after 2010 when new management took over. Funds supported students, teachers, and building projects. The researchers concluded BAZNAS effectively and efficiently distributed zakat to empower education.
This document summarizes a study that analyzed the influence of knowledge management and work commitment on employee satisfaction at Madrasah Aliyah schools in Jambi Province, Indonesia. A survey was conducted of 169 teachers to measure the effects. The results found that: 1) Knowledge management had a positive and significant influence on employee satisfaction, explaining 50.1% of satisfaction; 2) Work commitment had a positive and significant influence, explaining 62.9% of satisfaction; and 3) Knowledge management and work commitment together had a significant positive effect on employee satisfaction. The study aimed to determine how to improve satisfaction among administrative employees.
This study aims to analyze the influence of organizational culture and midwife competency on midwife performance at community health centers in Jambi Province, Indonesia. The study population was 391 midwives across three regencies. Using a sample size of 80 midwives, the study found that organizational culture and midwife competency had a positive and significant effect on midwife performance. Organizational culture influences mindsets and behaviors within an organization, while competency is the skills and abilities midwives possess to perform their work. The study concludes that strong organizational cultures and high competencies contribute to improved midwife performance.
14. ahmad syukri, marwazi, musli, uin jambi, www.ijhssi.orgkhristina damayanti
This document discusses empowerment of Islamic elementary schools (SDITs) in Jambi Province, Indonesia to improve education quality. It finds that educational foundations effectively empower SDITs by committing to quality, meeting community aspirations, gaining parent support, and having good governance. SDIT empowerment strategies applied include strengthening stakeholders, collaborating with government and private groups, promotions, improving facilities, creating excellent learning programs, and developing educators' abilities. The strategies aim to make SDITs competitive with public schools and attractive to students.
This document summarizes a research paper that studied the influence of work climate, leaders' characteristics on work motivation of senior high school teachers in Jambi Province, Indonesia. The study had the following key points:
1) It investigated the effects of work climate and leaders' characteristics on teachers' work motivation separately, as well as their combined effects.
2) A sample of 228 teachers was studied using questionnaires to measure work climate, leaders' characteristics and work motivation.
3) The results showed that both work climate and leaders' characteristics positively and significantly influence teachers' work motivation. Better work climate and leader characteristics are associated with better teacher motivation.
4) The paper concludes that improving work climate and developing
This document analyzes the effects of leadership style and organizational culture on career development at the Ministry of Religious Affairs in Jambi Province, Indonesia. It finds that teachers have faced difficulties advancing in their careers, especially with promotions. The study aims to determine the influence of leadership style and organizational culture on teacher career development, both individually and simultaneously. A literature review discusses theories of career development, leadership styles, and organizational culture. The conceptual framework proposes that leadership style and organizational culture influence career development. The methodology describes a quantitative survey approach using path analysis on a sample of 151 teachers. Preliminary tests were conducted and the results showed that leadership style and organizational culture have a positive and significant impact on teacher career development at the ministry.
This document summarizes a study on the influence of achievement motivation and organizational climate on job satisfaction of lecturers at colleges of Islamic religious education in Jambi, Indonesia. The study analyzed 126 permanent lecturers across 6 colleges. Quantitative analysis using path analysis and determination testing found that achievement motivation and organizational climate explained 76% of job satisfaction, with the remaining 24% from other variables. Both achievement motivation and organizational climate were found to significantly influence job satisfaction individually and simultaneously. The better the achievement motivation and organizational climate, the higher the lecturer's job satisfaction. The document provides background on factors of job satisfaction, achievement motivation, and organizational climate based on various theories.
1) The document discusses a study analyzing the effect of principal supervision knowledge and interpersonal communication on principal accountability in junior high schools in Jambi Province, Indonesia.
2) The study found that principal supervision knowledge and interpersonal communication both had a positive and significant impact on principal accountability.
3) Specifically, the study found that principal supervision knowledge and interpersonal communication each positively influenced principal accountability, and that taken together they had a significant combined effect on principal accountability.
This document summarizes a study that analyzed the influence of managerial knowledge and organizational culture on the professionalism of principals in junior high schools in Jambi Province, Indonesia. A path analysis was conducted using data from 564 principals. The results showed that managerial knowledge and organizational culture explained 83.7% of the variance in principal professionalism. Both factors were found to have a positive and significant impact on principal professionalism, either individually or together. The study concluded that improving managerial knowledge and strengthening organizational culture can enhance principal professionalism.
06-04-2024 - NYC Tech Week - Discussion on Vector Databases, Unstructured Data and AI
Discussion on Vector Databases, Unstructured Data and AI
https://www.meetup.com/unstructured-data-meetup-new-york/
This meetup is for people working in unstructured data. Speakers will come present about related topics such as vector databases, LLMs, and managing data at scale. The intended audience of this group includes roles like machine learning engineers, data scientists, data engineers, software engineers, and PMs.This meetup was formerly Milvus Meetup, and is sponsored by Zilliz maintainers of Milvus.
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Watch the video recording at https://youtu.be/5vjwGfPN9lw
Sign up for future HUG events at https://events.hubspot.com/b2b-technology-usa/
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Timothy Spann
https://www.youtube.com/@FLaNK-Stack
https://medium.com/@tspann
https://www.datainmotion.dev/
milvus, unstructured data, vector database, zilliz, cloud, vectors, python, deep learning, generative ai, genai, nifi, kafka, flink, streaming, iot, edge
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2. Transformational Leadership In Cultural Embedding Madrasah In Jambi Province
*Corresponding Author: Prof. Dr. Amir Faiso1
56 | Page
MAN megrim megrim Kemang is located in the Village of Lake Teluk Kemang District of Seberang
Kota Jambi. Atmosphere geographically prone to flooding so Madrasah building shaped stage. Megrim MAN
MAN Kemang is the oldest city of Jambi, so heavily laden with social and cultural situations Madrasah. MAN
megrim Kemang Jambi city is very close to a variety of boarding school one of which is a boarding school As'ad
so closely with relegius interaction. The number of teachers in the city of Jambi MAN megrim Kemang 22 civil
servants, 14 teachers and 11 employees Honor / educators with B. Accreditation (Observations and interview
with Mr. H. Muhammad Aman, M.Pd.I (Head MAN megrim Kemang Jambi City ) and Mr Suparno, SH On
August 9, 2016.)
MAN OlakKemangoldest city of Jambi as certainly many advantages, especially in the social and
cultural Madrasah. MAN megrim educators in academic Kemang Jambi City kept up-to improve its quality by
following training activities (Training), the City of Jambi, Jambi Province and National in the field of training to
become a trainer who prepares its students in a credible form of the National Biology Olympiad and English.
Learners at MAN Olak Kemang Jambi City has many achievements in academics, arts and sports
including the 1st Youth Consultation Center and the city of Jambi Level 1 Level Runner Jambi province held by
the BKKBN part of Early Childhood Education in Marriage. 3 champion Science Olympiad organized by the
Student UNJA and 2nd Place Match Football Student League Indonesia (LPI) Jambi Province. Cultures were
still attached at MAN megrim Kemang Jambi City ie memorizing the Quran and that characterizes everyday
social marawis students.
MAN Temiang Island Tebo Based on the initial interview conducted by researchers at MAN Island
Temiang the number of civil service teachers as much as 10 and 14 nonpermanent teachers. The number of
students as many as 352 people. Culture Madrasah teachers that is the tradition that has begun to respond with
information, especially the latest information and are e-information. Culture madrasah teachers carry out their
duties and functions only based on the existing customs but with the active role of Principals, teachers have
started to notice Job descripton already set. (Results Interview with Purwadi, S.Pd (MAN Head Island Temiang
Tebo) Date February 16, 2015).
Principals are always working to improve the academic quality with habituation learning and
coordination with teachers and education personnel in terms of carrying the tradition of meeting once a month, a
preparatory meeting in implementing any program Madrasah and openness, and tolerance mutual respect respect
as evidence to lead the meeting does not have to always head Madrasah but allowed another according to ability
and expertise. Principals with all the limitations always have the commitment and passion to make changes at
MAN Island Temiang, the benefits that have been achieved, namely the acquisition of accreditation and MAN
Island Temiang Tebo and Getting Help scholarships for students so it is helpful for students who are less
capable but excel. MAN 2 East Tanjung Jabung Based on the initial interviews conducted by the researchers
that the number of civil service teachers and teacher salaries 6 to 14 people. Number of class X and XI were 97
people and 64 people a class XII. Madrasah culture that exists is based on the rules and Dasa Prasetya Students
who have always strived to be well run, especially in maintaining the good name of Madrasah. (Results
Interview with Drs. Sumanto, S.Pd (Head MAN 2 Tanjung Jabung Timur) Date March 20, 2015).
Head of East Tanjung Jabung MAN 2 has done a lot of changes that entrenched that the meeting
tradition has always done head Madrasah in resolving the issue carried out 4 x year ie UN meetings, meetings
PPDB, semi-annual meetings, meetings and meetings that the increase in class are incidental. MAN 2 East
Tanjung Jabung still standing for 5 years but already many feats of excellence as part of efforts to realize the
vision, mission and program of work. Culture madrasah still maintained that before entering the classroom the
students are required to read the letter Yasin simultaneously, the practice of the bodies and safari Ramadan
prayers. The title of the study were raised in this study is the Transformational Leadership in Cultural
Embedding Madrasah in Jambi Province (Studies in Jambi City Kemang megrim MAN, MAN Temiang Island
Tebo Regency and Tanjung Jabung Timur MAN 2).
Problem Formulation: 1) Why transformational leadership can inculcate the culture of madrassas in the
province of Jambi (MAN megrim Kemang Study in the city of Jambi, Temiang Island MAN MAN 2 Tebo and
Tanjung Jabung Timur). 2) How Madrasah transformational leadership in Jambi Province (Studies in Jambi City
Kemang megrim MAN, MAN Temiang Island Tebo Regency and Tanjung Jabung Timur MAN 2). 3) How
transformational leadership in instilling a culture of madrassas in the province of Jambi (MAN megrim Kemang
Study in the city of Jambi, Temiang Island MAN MAN 2 Tebo and Tanjung Jabung Timur). 4) How can the
success of transformational leadership in instilling a culture of madrassas in the province of Jambi (MAN
megrim Kemang Study in the city of Jambi, Temiang Island MAN MAN 2 Tebo and Tanjung Jabung Timur).
The focus of this study is to describe the fundamental and invented the concept of transformational leadership in
the effort to inculcate the culture of madrassas in the province of Jambi.
3. Transformational Leadership In Cultural Embedding Madrasah In Jambi Province
*Corresponding Author: Prof. Dr. Amir Faiso1
57 | Page
II. LITERATURE REVIEW
Transformational Leadership
Leadership is the ability and skill to influence the behavior of others towards the achievement (goal).
Hoy and Miskel said that leadership is interpersonal influence that run in a given situation, directed through the
communication process towards one or several specific purposes. (Wayne K. Hoy and Miskel. G Cecil, 2008:
418).
Leadership explained that with regard to the participation of all members or followers adapt to changes
in achieving the goals of individuals and organizations as well as actively coordinate the tasks necessary for
success. (Sudarwan Danim and Suparno, 2009: 7). According to Abdul Wahab Aziz, leadership includes
elements as follows: a) The element leader, or people who influence; b) The element of interaction or activity /
business and process influences; c) The element of the goals to be achieved in terms of influence; d) Elements
behavior / activities undertaken as a result of influence. (Abdul Wahab Aziz, 2008: 83). Leadership also is
defined as a process of moving a person to another person, in order to implement something by leading, guiding,
influencing others, to do something in order to achieve the expected results. (Edy Sutrisno, 2012: 13).
According to Jonson, Jeffrey and Michael, leadership as the use of power and influence to direct the activities of
followers toward goal achievement. (Jason A. Colquitt, Jeffry A. Lepine and Michael J. Wesson, 2009: 441).
Ricky W. Griffin and Gregory Moorhead definition of leadership split into two parts, namely as a
process and property. As a process, leadership is influence without the use of coercion to direct and coordinate
the activities of the group members towards the achievement of objectives. As property, leadership is a
characteristic that is associated with people who are considered to employ such influence successful. (Ricky W.
Griffin and Gregory Moorhead, tth.: 347).
Leadership is a pattern of behavior that is designed to integrate organizational goals to individual goals
to achieve a purpose or in other words, leadership related to a deliberate process of a person to emphasize its
strong influence on others to guide, create a structure, facilitate the activities and relationships within the group
or organization. (Gary Yukl, 2010: 3). Leadership is the process of directing and influencing the activities of the
task of the people in the group. Leadership means involving others, that subordinates or employees who will be
led, leadership also involves the division of power (power). (Mamduh M. Hanafi, 2006: 328). The effective
leader is a leader who uses force that can realize the target, for example by delegating the work, conduct
effective communication, motivating subordinates, implementing controls and so on. (Husaini Usman, 2009:
293).
Leadership is the ability and skill to influence the behavior of others towards the achievement (goal).
Hoy and Miskel said that leadership is interpersonal influence that run in a given situation, directed through the
communication process towards one or several specific purposes. (Wayne K. Hoy and Miskel. G Cecil, 2008:
418).
The idea of the theory of transformational leadership or transformational leadership initiated by James
McGregor Burns in his book that gets pulizer and the National Book Award, entitled Leadership. Burns in
Sudarwan Danim and Suparno use the term leadership transform (transforming leadership), in which the
transform is the leadership of peimimpin to followers (Sudarwan Danim and Suparno, 2009: 52-53).
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ransformational leadership, Leithwood et al, suggests: "Transformational leadership is seen to be
sensitive to organization building, developing a shared vision, leadership and distributing school building
cultute Necessary to current restructuring effors in schools". The essence of this argument, that transformational
leadership has a dominant characteristic, namely: his sensitivity to the development of institutions, develop a
shared vision inter-agency, distributing leadership role, developing a culture of madrasas and conduct
restructuring efforts in madrassas (Sudarwan Danim and Suparno, 2009: 52- 53).
Bass in Yukl clear that transformational leadership behaviors can be categorized into the following four
points: 1) The effect of the ideal. Ideally behavior is behavior that evokes strong emotions and identification of
the followers of the leader. 2) Consideration of the individual. Individual Pertimbangn include providing
support, encouragement, and training for followers. 3) Motivation inspiration. Motivation inspiration attractive
vision includes the delivery, using symbols to focus efforts subordinates, and model appropriate behavior. 4)
Intellectual stimulation. Intellectual stimulation are behaviors that increase awareness of the problems and the
follower will affect followers to look at the problem from a new perspective. Transformational leadership
behaviors has indicators: 1) Influence ideal. 2) Consideration of the individual. 3) Motivation inspiration. 4)
Intellectual stimulation. (Gary Yukl, 2010: 305).
Bass and Aviola in Aan Komariah and CEPI Triatna proposed four-dimensional levels of
transformational leadership with the concept of four "I" which means "I" first is idealiced influence, described
4. Transformational Leadership In Cultural Embedding Madrasah In Jambi Province
*Corresponding Author: Prof. Dr. Amir Faiso1
58 | Page
as behavior that generates respect (respect) and confidence (trust ) of the people they lead. Idealized influence
implies sharing risks through consideration of the needs of the staff over the needs of personal and moral
behavior ethically. "I" is both inspirational motivation, reflected in the behavior that always presents a challenge
to work done staff and attention to the meaning of work for the staff. Leaders show or demonstrate a
commitment to the objectives of the organization through observable behavior of staff. The leader is a motivator
who are eager to continue to generate enthusiasm and optimism staff.
"I" is the third intelelectual stimulation, ie leaders who practice innovations. Attitudes and behavior of
its leadership is based on science is developed and intellectually he was able to translate it in the form of
productive performance. As an intellectual, a leader constantly explore new ideas and creative solutions of the
staff and do not forget to always encourage staff to learn and practice new approaches in doing the job. "I" is the
fourth individualized consideration, leaders reflect itself as an attentive listening and following up on
complaints, ideas, hopes, and all feedback given staff. Can be seen in the picture below.
Figure 1. Transformative Leadership Behavior
Prophet Muhammad as a perfect leader, before plunging into the battleground of Islam, have made
careful planning, so in Islam mensyi'arkan always successful and his followers slowly multiply. After Islam is
widespread, the struggle of the Prophet did not stop. Prophet Muhammad taught Muslims to establish the
Caliphate. This meant that the Islamic Caliphate struggle must go on despite a time of the Prophet. Died. This is
a long-term vision of the Prophet. The principle of Islamic leadership by Ismail Noor items, namely: shura
(consultation) (QS. Ash-Shura (42) Paragraph 38 and QS. Ali Imron (3) paragraph 159), 'adl bi al-qisth (fairness
with equality) ( QS An -Nisa, 58, Surah An-Nisa (4): 135 and Surah Al-Maidah (5) paragraph 8), and al-kalam
Hurriyah (freedom of expression with adab al-deviation) (Surah Al Hashr verse 18) , (Ismail Noor, 2011: 23)
The three principles of leadershipVersion managerial Prophet Muhammad Ismail Noor (Noor Ismail, 2011: 23)
Figure 2: Three principles of managerial leadership of Prophet Muhammad
Transformers Leadership is the ability to create and articulate a vision that is realistic, credible and
attractive about the future of the organization or organizational unit that continues to grow and increase the
current level. This vision has a clear and encouraging, which offers an innovative way to improve, which
SYURA
(discussion)
‘ADL BI AL- QISTH
(Justice with Equality)
HURRIYAH AL-
KALAM
Freedom of Expression
with Adab Al-Ikhtilaf)
5. Transformational Leadership In Cultural Embedding Madrasah In Jambi Province
*Corresponding Author: Prof. Dr. Amir Faiso1
59 | Page
recognizes and is based on tradition and related to measures that can be taken to realize the changes. (S.P.
Robbins, 1993: 473).
Madrasah Culture
Culture or cultures derived from the Sanskrit word which buddhayah, which is the plural of buddhi (the
mind or intellect) is defined as matters related to the mind and human reason, in English culture is called the
culture comes from the Latin word Colere that processing or working can be interpreted also as tilling the land
or farming, said culture is also sometimes commonly translated as "culture" in Indonesian. (Muhaimin, 2001:
153).
Culture is a pattern of basic assumptions that discovered and defined by a particular group for studying
a master external adaptation and internal integration, that has worked well enough to be considered viable and
therefore taught to new members as a way of perception, thought and felt correctly in relation to the matter.
(Jerald, G. and Robert, 2008: 12)
Koentjaraningrat argues that "culture" is derived from the Sanskrit buddhayah plural form of buddhi
which means the mind or intellect, so he thinks the culture can be defined as things that are concerned with mind
and mind, there is also the opinion as a development of the compound cultivation means the power of the mind
or the power of the mind. (Koentjaraningrat, 1993: 9). Koenjtaraningrat found cultural elements has three forms,
first as an idea, values regulatory norms and so on, both as an activity behavior pattern of people in a
community, the three objects of human creation (Koentjaraningrat, 1993: 5).
Koentjaraningrat classifying aspects of culture based on the dimensions of his form, namely: Complex
cluster or ideas such as thoughts, knowledge, values, beliefs, norms and attitudes. Activities such as
communication patterns, dances, traditional ceremonies. Material results such as art objects, equipment and so
forth. (Koentjaraningrat, 1993: 28) .Sedangkan according to Robert K. Marton, among all the cultural elements
are un sur paramount skeleton such aspirations, in the sense that no cultural value is an abstract concept that
lives in a state of mind. (Fernandez, 1990: 28).
Madrasah models some years back under the spotlight of many parties. This happens because, both
among experts and practitioners and the public, there is a different perception of practices and models
Madrasah. This perception depends on the vision and mission of individuals and institutions outlined in
mengkreasi Madrasah models that influence the madrassa culture itself. (M. Ali Hasan and Mukti Ali, 2006:
127).
School culture to culture madrasah have differences, because cultural madrassas have special
characteristics as compared with the school, as submitted by Minnah El Widdah, Asep Suryana and Kholid
Musyaddad in value-based leadership and development of the quality of madrasah is madrasah is the concept of
educational institutions based on religion Islam, its existence arose because of the strong desire of Islamic
society to participate in education and motivation strong religious from parents to improve religious education
their children compared to attend public school in the usual and a perception in society that send their daughters
at the school feel more secure in other words madrasah considered a bastion of morality for students. Likewise
with the subjects obtained by its students not only get religious subjects as the hallmark of madrassas but also
get general subjects in public schools as usual. (Minnah El Widdah, et al, 2012: 24).
Madrasah culture that is conducive to encourage all citizens madrasas to act and do something the best
that lead to higher student achievement. (Mulyasa, 2011: 90). Similarly, the madrasa culture will be able to
improve the performance of teachers so madrasah better productivity and higher. (Supiana, 2008: 259-260).
Madrasah culture has more to do with the informal aspects of the organization of the elements that have always
symbolized the official description of the structure. Culture focus on values, beliefs and norms of individual and
how these perceptions joined or united in the meanings of the organization. (Tony Bush and Marianne Coleman,
2012: 133). A common perception held by members of the organization called the culture of the organization.
This culture can manifest in philosophy, ideology, values, assumptions, beliefs and attitudes and norms along
with members of the organization looking at reality, especially with regard to internal and external problems.
(Asmaun Sahlan, 2010: 73).
III. REASERCH METHODS
This research uses descriptive qualitative research approach, according Noeng Muhadjir more
consistent qualitative research that is appropriate to the circumstances on the ground in obtaining results in the
description field. (Noeng Muhadjir, 2005: 86-87) Descriptive method is a method that describes the symptoms
that exist at the time of the study. The qualitative research is a research procedure that produces descriptive data
in the form of words written or spoken of people or actors can be observed. (Nurul Zuhriah 2006: 1992). This
research is a case study so that the result is not a representation that the other Madrasah. Therefore, according to
a study Sukmadinata not intended to make generalizations, but to extend the findings that allow the reader or
6. Transformational Leadership In Cultural Embedding Madrasah In Jambi Province
*Corresponding Author: Prof. Dr. Amir Faiso1
60 | Page
other researchers can understand the same situation and using the research results in practice. (Nana Syaodih
Sukmadinata, 2007: 60-61). Place of research at the Jambi City Kemang megrim MAN, MAN Temiang Island
MAN 2 Tebo and Tanjung Jabung Timur. Head of the research subject madrasah, deputy headmaster,
representatives of teachers, staff and students with purposive sampling. Data collection techniques with
participatory observation, interviews and documentation study techniques snawball. Analysis of the data with
models Miles and Huberman. Technique authenticity of data using traiangulasi data.
IV. RESULTS AND DISCUSSION
Headmaster transformational instilling a culture of madrassas in the province of Jambi (MAN megrim
Kemang city of Jambi, MAN Island TemiangTebo and MAN 2 TanjungJabungTimur) provide a change of
integrity religious well as a mirror of civilizing culture madrassa agamais which has a Muslim personality as the
Messenger SAW, Knowing the needs of members, Build confidence and member, Building a shared
commitment to make the shift towards change for the better, creative, productive and innovative, exemplary and
courage to face challenges, sensitivity to complaints and suggestions of members, deliberation and spirit of
motivation.
The role of transformational leadership headmaster (MAN megrim Kemang Jambi City, Temiang
Island MAN MAN 2 Tebo and TanjungJabungTimur). Doing to transform namely the displacement to make
change for the better, headmaster perform its role as a determinant of the direction (Direction Setter), a leader
must be selected and set targets by assessing the external environment future destination resource deployment
across the organization. Then the agents of change (Agents of Change). In his role as agents of change,
transformers leaders being responsible for driving change in the internal environment. Spokesman
(Spokesperson). An effective leader is also someone who knows and appreciates all forms of communication are
available, to explain and build support. Coach (Coach) transformers effective leader must be a good coach. By
this means that a leader must use teamwork to achieve displacement changes. A transformational leader
headmaster as Generating motivation. In today's perspective, a leader acts as a motivator for the internal
members. Penggalang support (support-getter). In today's perspective, the leader acts as raiser support from
external member so that the support given. Guarantor of success (success-guarantor). In the perspective of the
future, a leader acts as a guarantor of success in the eyes of its members by providing certainty of a better future.
The guide path (path-finder). In the perspective of the future, a leader acts as a guide to the displacement change
for the better.
The role of transformational leadership headmaster in instilling a culture of madrassas in the province
of Jambi (MAN megrim Kemang city of Jambi, MAN Island TemiangTebo and MAN 2 TanjungJabungTimur),
namely a) Idealiced influence (respect (respect), confidence (trust) , developing a shared vision, develop work
culture, Implement measures to restructure, Empower members, moral behavior is ethically and example. b)
Inspirational motivation (Facing the challenges, Noting the meaning of work, show commitment, Motivator is
eager to continue to generate enthusiasm and optimism members ). c) Intelelectual stimulation (Behavioral
innovation, leadership based on science that is evolving and intellectually he was able to translate it in the form
of performance that is productive, Exploring new ideas and creative solutions, and encourages members to learn
and practice new approaches in doing the job. d) individualized consideration (attentive listening and following
up on complaints, ideas, hopes and all feedback given members and Have sensitivity to the development of
institutions.
The success of transformational leadership role in improving the culture of madrassas in the province
of Jambi. The success factors are personality factors a good leader, a factor of education and experience are
high, internal factors and external factors is a good cooperation in the madrasah and outside the madrassa with
other parties to achieve progress and change madrasah better and beneficial ie in 1) aspect of the learning
process, 2) the learning achievement of the students in Madrasah and follow events / activities eskul outside the
madrassa, 3) improving the quality of teaching and teachers through scientific activities, 4) improve the facilities
of the madrassa as supporting the success of teaching and learning, 5) establish cooperation both internally in
the madrasah and externally outside the madrassa, 6) reinforcing the culture of discipline to all citizens of the
madrassa and civilize / habit of running commands Religion as pray, read the letter YasinTahlilTakhtim Prayer,
implementing the practice of praying the bodies, implementing the practice ruqyah, memorizing the Qur'an
specifically Juz 30, is able to properly Read Write Qur'an, culture 5 S (greetings, smiles, greetings, polite and
courteous), cultural discipline (just in time, browse the list of attendees, prepare means work for the teacher
learning tool for students textbooks or device study, obey all laws, execute the task is the duty and authority,
permission if it is not present and the norms and values as paraturan that the fruit of the culture that must be
entrenched), in promoting a culture madrasah namely: 1) culture is the conviction, 2) policy, 3) norms and
customs in a madrassa that can be formed, strengthened and maintained through the leaders and teachers in
7. Transformational Leadership In Cultural Embedding Madrasah In Jambi Province
*Corresponding Author: Prof. Dr. Amir Faiso1
61 | Page
schools and cultural madrasah effect not only on the activities of citizens madrassas but also motivation and
enthusiasm.
Promoting a culture of madrasas need to consider several things: First: promoting a culture of madrasas
need transformational leaders who changer, having a sensitivity to the development of institutions, develop a
shared vision inter-agency, distributing leadership role, developing a culture of madrasas, make efforts
restructuring in madrassas, exemplary and empower subordinates, have a major vision, mission, who became
uaraian what should be done and be an indicator of success in achieving the vision, goals, objectives, targets
action plans that have been made with ripe, exemplary as a model for change, have integrity Muslim personality
and deliberation as well as the spirit of brotherhood.
Second: Increase the madrassa culture have to do with the role that transformational leaders are
idealiced influence, inspirational motivation, intelelectual stimulation, individualized consideration. These roles
are carried out actively and optimally and character integrity of the religious in realizing the inculcation of a
culture madrasas through ways: establish the integrity of Muslim personality as Prophet, strategize, enabling and
empowering, motivational inspirational, cooperation, overcome obstacles, get around the rules and to be an
example (uswatunhasanah), build confidence and member, building a shared commitment to make the shift
towards change for the better, Creative, Productive and Innovating, Dare to face the challenge, sensitivity to
complaints and suggestions of members, deliberation and spirit of motivation , to enable the creation of
madrassas entrenched culture based on the beliefs, policies, norms and customs in a madrassa that can be
formed, strengthened and maintained through the leaders and teachers in the madrassas.
Figure 3. Model development of the theory of transformational leadership in instilling a culture Madrasah
8. Transformational Leadership In Cultural Embedding Madrasah In Jambi Province
*Corresponding Author: Prof. Dr. Amir Faiso1
62 | Page
Gambar 4: Planting Culture Development Model Madrasah
Role of Transformational Leadership (red) is at the center of the central or make changes in Madrasah
by applying the four "I" that is Idealiced infulence, Inspirational motivation, Intelelectual stimulation,
Individualized consideration to the principle of Kinship, Deliberation and by the monotheistic belief in Allah
Almighty. Principals instilling a culture of madrassas with transformational leadership roles in order to change
the culture or retain the existing culture into sustainable and entrenched.
V. CONCLUSSION AND RECOMENDATION
Conclussion: Conclusions This study is the transformational leadership in instilling a culture of
madrasah with integrity Muslim personality as the Prophet Muhammad as the leader of right or capable of being
honest, smart has the ability of education and experience are good, responsible with what has been done and
fight for a mandate to achieve change good, speak the truth and prevent the the evil, Knowing the needs of
members, Build self-confidence and a member of Building a shared commitment to make the shift towards a
better change. Creative, Productive and Innovating. Exemplary and Dare to face the challenge. Sensitivity to
complaints and suggestions of members. Deliberation and spirit motivation to make the shift change for the
better is cultural Madrasah relegius and excel in academic and extracurricular activities.
Recommendations and Advice: This research was that the Ministry of Religious Affairs through the
Directorate General of Islamic Education can make this research material to create a development policy on the
selection of kepalam madrasah course transformational example through more objective assessment of the
changes made headmaster throughout Indonesia. Then to the Head of MAN megrim Kemang Jambi City, head
of MAN Island Temiang Tebo, Head of MAN 2 East Tanjung Jabung generally to Principals and School of the
Province of Jambi in order to make the results of this study sabagai academic studies in making changes starts
from knowing what exactly required by teachers, staff and students, mendesaian vision, mission and program
activities that have value and changes, into consideration in making policy academic, work smart, creative and
innovative and daring challenge. Further To: Governor of the province of Jambi, Jambi Mayor, Regent of the
Province of Jambi, Head of the Jambi Provincial Government throughout so that the results of this study can be
a subject of study in making transformational leadership madrasah building regulations. Leadership Institute for
Non-formal Education, Corporate and Community Organizations that pay attention to every movement of the
changes that occur in the embodiment of academic and cultural support increased relegius to pay attention to the
role of the institution that became the central leadership change.
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