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Al-Tanzim: Jurnal Manajemen Pendidikan IslamAl-Tanzim: Jurnal Manajemen Pendidikan Islam

This study examines the influence of school Leadership, reward systems, and teacher commitment on the effectiveness of private Islamic Senior High Schools (Madrasah Aliyah) in one province in Indonesia. This study aims to determine the individual and simultaneous contributions of these three variables in improving institutional effectiveness. Using a quantitative, survey-based approach, this study involved 91 teachers: 30 in the pilot study and 61 in the main sample. Data were collected through a structured questionnaire and analyzed using path analysis to assess the direct and indirect effects between variables. The findings revealed that school Leadership, reward systems, and teacher commitment each had a positive and significant impact on madrasah effectiveness. Among these variables, teacher commitment emerged as the most dominant factor. Together, the three variables accounted for 97.3 percent of the variance in madrasah effectiveness. These results highlight that the managerial and human dimensions play a crucial role in improving the performance of Islamic educational institutions, particularly in archipelagic regions characterized by diverse geographic and social conditions. This study provides practical implications for madrasah leaders and policymakers in designing Leadership strategies, reward mechanisms, and commitment-strengthening programs to improve the quality of education continuously.

The findings of this study underscore the essential contribution of headmaster Leadership, reward systems, and teacher commitment to the effectiveness of private Islamic Senior High Schools in the Riau Archipelago.The study confirms that strong Leadership, reward systems, and teacher commitment positively influence madrasah effectiveness, with teacher commitment being the most decisive factor.These results suggest that enhancing institutional quality depends on strengthening Leadership, providing fair rewards, and fostering teacher dedication.

Further research should investigate the role of organizational culture and its interaction with Leadership and teacher commitment in shaping madrasah effectiveness. Additionally, exploring the impact of specific Leadership styles, such as transformational or servant Leadership, on teacher motivation and student outcomes is crucial. Finally, a longitudinal study tracking the long-term effects of reward systems and commitment-building programs on madrasah performance would provide valuable insights for policymakers and practitioners. These investigations should consider the unique context of Islamic education and the challenges faced by schools in archipelagic regions, aiming to identify best practices for fostering sustainable improvement in educational quality and student success. The study also suggests that future research could explore the influence of parental involvement and community support on madrasah effectiveness, as these factors are often critical in the success of Islamic educational institutions. Investigating the effectiveness of different professional development programs for teachers, tailored to the specific needs of madrasah settings, could also yield valuable insights. Moreover, research could focus on developing and evaluating innovative assessment methods that align with the holistic goals of Islamic education, encompassing both academic achievement and character development.

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