THE EFFECTS OF TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE ON MADRASAH ALIYAH TEACHER PROFESSIONALISM AND PERFORMANCE
DOI:
https://doi.org/10.30868/ei.v14i02.10885Keywords:
transformational leadership, organizational culture, teacher professionalism, teacher performance, madrasah aliyahAbstract
Teacher performance in Madrasah Aliyah is shaped by individual competence, leadership, and the organizational environment in which professional practice develops. In Lampung Province, uneven teacher professionalism, limited collective responsibility, and inconsistent support for instructional improvement remain important concerns. This study examined how principals' transformational leadership and organizational culture influence teacher professionalism and performance in public Islamic senior secondary schools. A quantitative explanatory survey involved 400 teachers from six public Madrasah Aliyah. Data were collected through Likert-scale questionnaires and analyzed using descriptive statistics, reliability testing, regression, and path analysis. All instruments were reliable, with alpha coefficients of 0.708-0.769. Transformational leadership and organizational culture jointly explained 7.3% of professionalism variance and 7.5% of performance variance. Professionalism independently explained 9.9%, while the full model explained 13.7% of teacher-performance variance (R=0.371; F=21.029; p<0.001). Professionalism was the strongest predictor (beta=0.260), followed by organizational culture (beta=0.183) and transformational leadership (beta=0.160). The findings indicate that performance improvement requires an integrated strategy combining vision-driven leadership, collaborative and accountable organizational culture, and professional learning. Madrasahs should further strengthen evidence-based supervision and teacher learning communities, while future studies should examine motivation, well-being, workload, digital competence, and institutional support using longitudinal a
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