Transformational Leadership Model of Headmaster in Improving the
Quality of Madrasah
Nurhamzah
1
, Tedi Priatna
1
, Hariman Surya Siregar
1
, and Supiana
1
UIN Sunan Gunung Djati Bandung, Indonesia
Keywords: Quality of Madrasah, Transformational Leadership
Abstract: This study aims to find transformational leadership performance of headmaster (kepalamadrasah) in
improving quality of madrasah. This research is very important in order to make a qualified madrasah. This
study used a case study method. The data were gained by observation, structural interview, and literature
studies. Based on the result of the research, it could be concluded that transformational leadership is a leader
pattern that creates subordinate spirit to keep gathering commitment in achieving the vision and
organizational goals. There are some transformational leadership indicators in this research as follows: first,
have the competences of the headmaster, such as; competence of personality, managerial, entrepreneurship,
supervision, and social. Second, be able to make a design and madrasah development goals. Third, make an
effective madrasah structural design. Fourth, be able to develop professional educator and the employer of
madrasah. Fifth, be able to cooperate with other parties.
1 INTRODUCTION
The education quality has never been an ending
discussion. This may be caused by some factors.
Firstly, most of the people feel responsible to get
involved in taking care the quality of education since
they assume that they are part of it. Therefore, the
initial step that parents do to look for the school for
their children is the quality of the school. Secondly,
the raw input of the education is human beings.
Human beings are heterogeneous with their
characteristics and competences. The schools try to
convince parents and society that they are deserved
for. Thirdly, the schools put the society’s trust as a
bet. If the schools do not have a quality assurance,
the customers will not choose them. They,
unsurprisingly, give priority and offer their quality.
The schools’ quality assurance can be seen from
their achievement in preparing students as their
human resources to face global competition. Finally,
the parents’ interest in sending their children to
Islamic schools (madrasahs) is increasing rapidly. In
the early 20th century, therapy growth of madrasahs
has produced some educated Muslims in Indonesia.
The involvement of madrasah graduates in politics
and governmental administration gets stronger as a
proof of the success of madrasah (Shollah Taufiq,
2014).
Based on those factors, madrasahs are deserved
to be the focus of school quality. The fulfilment of
this quality lies on the hand of the Head of Madrasah
or is generally known as the headmaster. The
headmaster is the front liner in determining the
achievement of education quality (Sallis, 2002) and
(Lie et al., 2014). Hence, this headmaster must have
the characteristics which are dynamic, innovative,
competitive, and tough Maris et al. ( 2017) as well
as a person who takes in charge in answering the
questions from. He is, though, as the first person
who will be asked by the parents on the quality
assurance when they send their children to that
madrasah. The madrasah headmaster is the person in
charge and responsible of developing the quality of
madrasah.
Not only good or bad curriculum but also the
leadership competence will determine the quality of
416
Nurhamzah, ., Priatna, T., Siregar, H. and Supiana, .
Transformational Leadership Model of Headmaster in Improving Quality of Madrasah.
DOI: 10.5220/0008219300002284
In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 416-423
ISBN: 978-989-758-416-9
Copyright
c
 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

madrasahs (Darmaningtyas, 1994). Hence, the
leadership of madrasah headmaster plays a
significant role in enhancing the quality of education
since he has a political power and political will or
good will (Qomar, 2007).
Studies on leadership in Madrasah and high
school has been conducted by researchers (Fitriani,
2017; Jahari, 2016; Komariah, 2016; Komariah &
Kurniady, 2017). Islamic –based high school
headmaster performance has good relationship with
several factors like motivation, managerial and
leadership (Jahari, 2016). In the same vein,
leadership was closely related with spiritual
intelligence (Komariah, 2016). To build madrasah
better, authentic leadership is needed (Komariah and
Kurniady, 2017) and required systemic and
systematic steps of leadership (Fitriani, 2017). Those
studies did not discuss transformational leadership in
madrasah. There is a need to investigate how
transformational leadership can build quality
madrasah. This study tries to fill the gap. It
investigates transformational leadership performance
of headmaster (kepala madrasah) in improving
quality of madrasah.
2 LITERATURE REVIEW
The characteristic of leadership is transforming.
Transformational leadership of a madrasah
headmaster requires the ability of: first, persuasive
communication. A madrasah headmaster who can
communicate persuasively will become supporting
factor in transforming his leadership. Second,
motivation and competence, both cover intellectual
competence and madrasah management like internal
or external management (Suparno, 2009). Third,
clarity of vision and mission, given intellectual
stimulation, and personal attention towards the
individual problems of its institution members
(Maris et al., 2017).
Fourth, building changes by having role-
model attitude, inspirational motivation, individual
consideration, and intellectual stimulation (Junaidi,
2017). Due to these attitudes, a leader will consider
his subordinates as partners (teamwork) since the
high level of teamwork (partners) in madrasah is
strongly influenced by the madrasah headmaster.
The madrasah headmaster needs to adopt
transformational leadership characteristics, so that
all potentials in the madrasah can function
optimally. Because transformational leadership is
the one which always prioritizes the opportunities
and encourages all existing stakeholder to work on
the basis of a high value system, the existing
elements are willing to participate optimally in
achieving the goal (Suryanto cited in Mandiyasa et
al., 2007). In addition, transformational leadership is
a charismatic leader and has a central and strategic
role in bringing the organization to achieve its goals.
Therefore, transformational leadership is very
important to the sustainability of madrasah in
organizing the supervision needed for madrasah so
that it becomes a support in improving the quality of
madrasah itself.
3 METHODS
The focus of this research is the leadership
characteristics of madrasah headmaster, so the
research approach is the qualitative research with
case study method. The data are collected
intensively and in-depth (Creswell, 2015) through
observation, interview, and document analysis.
Those techniques of data collection are used
interchangeably and repeatedly in accordance with
the requirements and conditions of the data.
Observation used was direct observation using non-
participant observation type (Sugiyono, 2013), while
the structured interview was used for the interview.
Document analysis was to collect all the physical
evidence from the interview and to support the data.
All data were analysed by referring to the concept of
Milles and Huberman, namely data reduction, data
presentation, and withdrawal of conclusions
(Huberman, 2007).
4 RESULTS AND DISCUSSION
The basic consideration of this research is education
which is the most valuable investment in shaping the
quality of human resources for the future. Therefore,
the biggest responsibility of improving the quality of
education in school lies on the hand of madrasah
headmaster. He has the responsibility in controlling
(as a quality control) dan assuring the quality of
education (as a quality assurance). Leadership is an
effort to influence others to perform the activities to
achieve common goals. Leadership has a strategic
role in determining whether the organization can
improve or not (Baharun, 2017). Hence, having
both roles, the headmaster can build a madrasah
which is qualified because one of the factors
affecting the quality of madrasah is the leadership of
the madrasah headmaster (Nurhamzah, 2016).
Transformational Leadership Model of Headmaster in Improving Quality of Madrasah
417

Transformational leadership is expected to
answer all element roles in order to improve the
quality of education (Triatna, 2014). The schools
which are able to implement transformational
leadership, in general, have a pleasant environment
and working atmosphere. Everyone feels appreciated
and trusted (Lie et al., 2014).
According to Sallis (2002), the quality has two
characteristics, namely: 1) Adjusting to the
specifications and 2) fulfilling the customer needs
(Sallis, 2002). In the context of education, the
indicators to see that the users are satisfied are
obtained from: 1) the learners can complete the
study with satisfactory results; 2) the learners can
continue their studies to a higher level fitted with
their wishes and aspirations; and 3) The learners can
get the jobs correspond to their competence.
The indicator of Madrasah quality is the
achievement obtained by the students, teachers, and
the staff both in academic and non-academic. Beside
the achievement, the accreditation becomes another
aspect of the madrasah quality. It is due to the status
of madrasah which belongs to non-formal education
and government responsibility. Therefore, the
government must control and manage the quality of
the madrasah by assessing the school in the form of
accreditation.
4.1 The Competence of Headmaster
4.1.1 Personality Competence of Madrasah
Headmaster
The headmaster should have a good personality that
can be a role model for all stakeholders he leads.
Such personality is expected to be a good model
forth people in madrasah so that they have the same
good personality as their leader. Referring to the trait
theory that leadership will be highly determined by
the nature or character it has (Basri, 2015). In other
words, if the madrasah headmaster has a steady and
stable personality, it will greatly influence on the
success of his institution.
The headmaster of MAN Model Cipasung
Tasikmalaya, Dra. Hj. Neng Ida Nurhalida. M.Pd.,
has a stable personality and can be a role model for
her subordinates. The result of the interview showed
that as the head of the school, she believes that: 1)
on-time attendance is a must; 2) punishment is
applied to all subordinates, either for teachers or
staffs or students. The punishment to teachers and
staff is started from verbal warning to the written
one (Chairman of OSIS, 2016).
4.1.2 Managerial Competence of Madrasah
Headmaster
The managerial competence of the madrasah
headmaster is the ability to manage in accordance
with the planned objectives. If the madrasah
headmaster has this competence well, then the
management of the madrasah will lead to the
intended purpose. In managing madrasah, the
headmaster of MAN Model Cipasung Tasikmalaya,
always visits the classes, especially in the first
hours of studying time since at these hours is the
beginning of all activities conducted in madrasah.
This means that if the first hour is conducive, it
will be possible that the following hours will be
conducive. Monitoring activities in the first hour is
conducted to see the daily activities of MAHA
(Let’s Memorize Al-Quran) and Asmaul Husna
reading (especially on Friday).
In every first hour of learning begins, all classes
are required to read the Quran for ± 10 minutes. The
teachers who teach in the beginning hours should
read Quran as well, followed directly by teachers
who teach at that first hour. In addition, the
headmaster always monitors the presence of
teachers and staff in the final week of each month
(Chairman of OSIS, 2016)
4.1.3 Entrepreneurship Competence of the
Madrasah Headmaster
The entrepreneurial competence of madrasah
headmaster is the ability to see the madrasah
opportunities as a basic resource which can be
utilized for the school progress. With this
competence, it is expected that the headmaster is
required to be able to develop their own potential to
improve the quality of madrasah.
Starting from a strong sense of confidence and
dreams to have qualified madrasah, the headmaster
of MAN Cipasung, made her vision, mission,
strategy, goals, values and targets of the school.
Besides, the headmaster has spiritual values which
are in line with the school motto ―Nyantri‖ (Pious)
— having Islamic values in attitudes and doing.
These values distinguish between leadership at
schools and madrasah (Headmaster of PSBB Drs. H.
Maman Lukman, 2016).
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4.1.4 Supervision competence of Madrasah
Headmaster
Headmaster’ Supervision competence is an integral
part of the vision and mission to be achieved by
MAN Cipasung. This competence secures the
institutional sustainability, vision, mission, strategy,
goals, values and targets that can be controlled and
monitored by the headmaster as a madrasah leader.
It was conducted by Headmaster during learning in
every first hour. She always patrolled class, and
monitored what happened in it. When he was on
duty out of school, he gave mandate to her vice
headmaster to accomplish the mission. The
supervision in the form of evaluation as a whole was
done at least three times in a semester, i.e.,
beginning, mid, and end of semester. One thing for
sure it was done depending on the urgency of the
supervision results (Headmaster of PSBB Drs. H.
Maman Lukman, 2016).
4.1.5 Social Competence of Madrasah
Headmaster
On the part of the headmaster, the ability to
communicate and interact well and effectively
becomes a necessity. This competence can
harmonize between the headmaster with madrasah
customers, such as parents and community. MAN
Model Cipasung belongs to the community,
especially the people around the madrasah
environment. In various social activities, the school
with its OSIS was always involved with surrounding
communities. For example, when it comes to Islamic
Day Celebration (PHBI), the madrasah always
invited the surrounding community to participate in
these activities. These activities included social
service from the smallest places in the remote areas
(Headmaster of PSBB Drs. H. Maman Lukman,
2016).
4.2 Madrasah Development Directions
The direction of madrasah development requires
effective and functional supporting factor, such as
superior human power and representative
infrastructure (Buchari, 2016).This direction has a
big impact with the quality of madrasah and it can
be achieved by starting from good planning
(effective). This effective planning was set forth in
the form of vision, mission, strategy, goals, values
and targets. It will set the competitive advantages at
local, regional, national and even international level.
However, the direction should be consistent with
the characteristics of the madrasah, which is to
maintain superiority in spiritual values. With a
strong spiritual capital, modern science and
technology, madrasah will be the choice of
society. The direction of this madrasah
development can be seen from the vision, mission,
strategy, goals, values and targets put forward.
The madrasah’ Vision states as follows:
madrasah that can realize "Superior, obedient, and
sociable" (Headmaster of PSBB Drs. H. Maman
Lukman, 2016).
The direction of madrasah development requires
effective and functional carrying capacity, such as
superior human power and representative means of
infrastructure (Buchari and Saleh, 2017). This
direction has a big impact with the quality of
madrasah and it can be achieved by starting from
good planning (effective). This effective planning
was set forth in the form of vision, mission, strategy,
goals, values and targets. It will set the competitive
advantages at local, regional, national and even
international level. However, the direction should be
consistent with the characteristics of the madrasah,
which is to maintain superiority in spiritual values.
With a strong spiritual capital, modern science and
technology, madrasah will be the choice of society.
The direction of this madrasah development can be
seen from the vision, mission, strategy, goals, values
and targets put forward. The madrasah’ Vision states
as follows: madrasah that can realize "Superior,
obedient, and sociable" (Headmaster of PSBB Drs.
H. Maman Lukman, 2016).
The mission of MAN Model Cipasung are as
follows: a) Providing quality education to achieve
both academic and non-academic; b) Realizing
learning and habituation to carry out religious
teachings as a whole; c) Realizing the formation of
the character of the ummah that is capable of
actualizing oneself in society; d) Increasing the
knowledge and professionalism of educational
personnel in accordance with the development of
education; e) Making Madrasah Aliyah Negeri
Cipasung a model madrasah in the development of
imtaq and science and technology learning; and f)
Organizing effective, efficient, transparent, and
accountable madrasah management (Headmaster of
PSBB Drs. H. Maman Lukman, 2016).
To achieve its vision, the madrasah set the
strategies as follows: a) Recruiting prospective
excellent students from junior high school graduated
both from public and private sector through the
selection of academic potential, Al-Quran recitation,
and the value of the National Exam National; b)
Transformational Leadership Model of Headmaster in Improving Quality of Madrasah
419

Developing an active, creative, innovative, and fun
learning process with the principle of mastery
learning and the principle of balance between
creativity and discipline, between competition and
cooperation, and between demands and initiatives;
c) Organizing regular educational quality
improvement programs for educators and education
personnel through education, upgrading, training,
coaching and certification; d) Improving student
mastery of science and technology through the
development of an adaptive and extra-adaptive
curriculum; and e) Developing a madrasah
management information system in madrasah
management (Headmaster of PSBB Drs. H. Maman
Lukman, 2016).
With respect to institutional Target, the madrasah
set the following: a) Increasing the quality of
graduates so that the number of students who can be
admitted to higher education (public and religious)
of good quality continues to grow from year to year;
b) Providing life skills that can be utilized primarily
by students who do not go to college; c) Realizing
religious life among students in the school
environment which are characterized by pious,
sincere, tawadhu, creative, and independent; and d)
Improving students' ability in English and Arabic in
the school environment in daily conversations,
discussions, and speeches (Headmaster of PSBB
Drs. H. Maman Lukman, 2016).
For MAN Model Cipasung, the vision, mission,
strategy, goals, targets and targets set were not only
limited to madrasah administration, but also, they
served as a role in achieving excellent quality
madrasah. This was proven by obtaining the A
accreditation value from National Accreditation
Board School (Headmaster of PSBB Drs. H. Maman
Lukman, 2016).
4.3 Design of Madrasah Structure
To achieve quality education, the madrasah
headmaster is given the freedom to design the
madrasah in terms of: 1) Organizing and
empowering existing resources to provide adequate
support for maximum quality of teaching and
learning and 2) Communicating regularly with
stakeholders, such as teachers, parents, communities,
and governments; and 3) Managing madrasah in a
modern way so that education process can be more
effective and efficient (Akhwan, 2008).
The mission of MAN Model Cipasung is to
conduct quality education to achieve both academic
and non-academic. To ensure madrasah acceleration,
the organization and its design structure is
necessary. This means that individual placement in
the structure must be based on the competence of the
capability it possessed. These were taken into
consideration by the headmaster in determining the
composition of the existing organization in the
MAN. It was evident that during the tenure, all the
ranks and subordinates, including the educators
could run effectively and efficiently and they built a
team that mutually helped each other and worked in
accordance with the duties and functions (tupoksi)
respectively.
4.4 Professional Development in
Madrasah
The professional development both for the teachers
and staffs of the madrasah becomes a necessity. It
allowed educators and educational staff to continue
to improve and develop their competence. It was
administered continuously to ensure that their
quality professionalism and their career development
improved.
In accordance with the mission of MAN Model
Cipasung, namely: improving the knowledge and
professionalism of educational personnel in
accordance with the development of the world of
education. The effort to administer professionalism
development in Madrasah, the headmaster
performed by conducting quality improvement
program of educators and education personnel on a
regular basis through several activities such as
education, upgrading, training, coaching and
certification. Another effort was that the madrasah
always sent its envoys to every invitation to attend
the scientific meetings, in order to develop the
professionalism of the educators and education
personnel (Headmaster of PSBB Drs. H. Maman
Lukman, 2016).
4.5 Madrasah Headmaster
Interactional Process
Efforts to empower madrasah quality can be pursued
through cooperation with several parties concerned
about madrasah education, such as local and national
governments, universities, other schools, social
institutions, and companies associated with the
program is in the madrasah. Those cooperation with
several parties were officially documented by the
signing of cooperation agreement. Interwoven
cooperation was done in order to: 1) Increase the
level of public confidence, so that will result in high
credibility of the community; and 2) Link and
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match, resulting in reliable, competent, and
professional graduate resources, and can be accepted
in the community, especially in the world of work
(Azizah et al., 2015).
In accordance with the mission of MAN Model
Cipasung namely organizing effective, efficient,
transparent, and accountable madrasa, the
headmaster conducted various interactions or
cooperation with relevant institutions or institutions.
For example, in order to strengthen about the
professionalism of educators, the MAN had been
doing cooperation agreement (MoU) with the
Department of Mathematics and Science Education
(MIPA) Faculty of Tarbiyah and Teacher Training
UIN Sunan Gunung Djati Bandung. Another
Interaction or cooperation made by the madrasah
had something to do with parents or guardians of
learners, in terms of financing. To achieve solution
in educational financing, madrasah had done
strategy to share by each parent or guardian of the
learners (Headmaster of PSBB Drs. H. Maman
Lukman, 2016).
4.6 Influencing Factors
The first is internal factor. There were several factors
that affected the success of MAN Model Cipasung,
among others: 1) Fulfilling Standard service issued
by BSN-S/M. This means that all the work processes
that existed in this MAN needed to be complied with
these standards. This was done in order to facilitate
in evaluation and preparation of accreditation;2)
involving all madrasah components. These parties
included cleaning service, security guards, educators
and education personnel to administration who
worked synergistically and continuously with one
another(Chairman of OSIS, 2016); 3) assigning
authority in accordance with their respective
functions; 4) Controlling. It was carried out by the
madrasah headmaster. Its focus was done on the
process of administration and learning in the
classroom; and 5) evaluating. It was done by the
madrasah headmaster in several meetings on the
processes occurring in madrasah (Headmaster of
PSBB Drs. H. Maman Lukman, 2016).
The second is external factor. This factor which
affected the success in MAN Model Cipasung
include: 1) The participation of all madrasah
stakeholders, in the form of cooperation agreement
(MoU); and 2) Involvement and cooperation with
government and private institutions in the form of
MoU, such as with Pesantren, Kemenag Kab.
Tasikmalaya, Faculty of Tarbiyah and Teacher
Training UIN Sunan Gunung Djati Bandung, IAIC
Tasikmalaya, and many others (Headmaster of
PSBB Drs. H. Maman Lukman, 2016).
4.7 Madrasah Quality
The result of education is considered qualified when
the school is able to yield excellence, both in
academic and non-academic level. This excellence
takes form in extracurricular learners for one level of
education or completing certain learning program
(Intan Silvana Maris, 2016). Madrasah quality can
be seen from some indicators and these indicators
are based on the results of education that refers to
the achievements of school every period of time (for
example: every quarter semester, every semester,
annually, 5 years, and so on). Achievements can be
in form of academic, such as general test, UN, and
non-academic achievement, such as sport and art
achievements.
First, madrasah input, among others: 1) Selection
of student candidate. MAN Cipasung conducted
very tight standard, ranging from administrative
selection to the academic selection, especially on
Quran reading skill (BTQ). In order to maintain the
quality of education, madrasah placed as many as 34
students in each class; and 2) selection of educator
candidates, MAN was careful in accepting educator
candidates. It only accepted prospective educators
who were really needed in this MAN (Headmaster
of PSBB Drs. H. Maman Lukman, 2016).
Second, educational process of madrasah, among
others: 1) ensuring that teachers teaching according
to their respective competencies. It would secure the
quality of learning to run well and stay effective; 2)
ensuring conducive and enjoyable madrasah
environment for learning; and 3) Completing
learning facilities, ranging from science (MIPA)
laboratories, language, and multimedia room
(Headmaster of PSBB Drs. H. Maman Lukman,
2016).
Third, madrasah output; To strengthen madrasah
development in terms of its vision, mission, strategy,
goals and targets, the school di not only displayed
them on the wall, but it implemented them all. This
is evident from its achievement in both academic
and non-academic. The achievement in terms of
academic field can be seen from the fact that the
students who followed the National Examination
(UN) passed the test 100% (Headmaster of PSBB
Drs. H. Maman Lukman, 2016).
Fourth, the outcome of madrasah. MAN quality
can be seen from its outcome indicator. This means
Transformational Leadership Model of Headmaster in Improving Quality of Madrasah
421

that the graduates of MAN should be able to proceed
to higher education level, both public and private.
Some graduates were employed in various
company. To support this, there were data of MAN
graduates in year 2013/2014. Out of 349 graduates,
some continued to study in the state university level
and they reached 72 people (49.28%) and others
studied in private university level with their number
was 57 (16.33%) students, and last graduates were
unidentified (they did not report to MAN) and their
number was 120 graduates (34.38%) (Headmaster of
PSBB Drs. H. Maman Lukman, 2016).
Based on the above findings explanation, the
researcher presents a scheme of research result and
discussion, in the form of conceptual transformation
leadership model of madrasah headmaster to
improve the quality of madrasah, as follows:
Figure 1: Conceptual Model of Transformational
Leadership of Headmaster in Improving Quality of
Madrasah
5 CONCLUSION
The transformational leadership is a leader pattern
that creates subordinate spirit to keep gathering
commitment in achieving the vision and
organizational goals. There were some
transformational leadership indicators in this
research as follows: first, the competences of the
headmaster (kepala madrasah) which cover
personality, managerial, entrepreneurship,
supervision, and social competence; Second, the
ability to design madrasah development goals; third,
the design of an effective madrasah structure;
fourth, the ability to develop professional teacher
and education staff of madrasah; and fifth, the
ability to cooperate with other parties.
There are some suggestions dealing with
this research as follows: First, for the head of
madrasah. The government has been given detail
guidelines either in national enactment or minitrial
regulation. Therefore, do and implement all
indicators stated in those regulations. Second, for
the officials in the Ministry of Religion,
supervise the heads of madrasah intensively
and sustainably so that they can run and apply the
issued regulations well and consistently. Third, for
further researchers, this study used case study
method, especially the sample was only one.
Therefore, the conclusion cannot be generalized.
However, this research can be used as material
"early reflection" in anticipation of the same
problem. For further researchers they can use mixed
method with more samples to achieve
comprehensive result that can be generalized.
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Transformational Leadership Model of Headmaster in Improving Quality of Madrasah
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