The Role of Transformational Leadership and Competency Development of Teachers and Educational Staff in Improving School Performance

Abstract

The principal’s transformational leadership plays a strategic role in enhancing the competencies of teachers and educational staff as an effort to improve school performance. However, the implementation of transformational leadership within the context of Islamic senior secondary schools (madrasahs), particularly in relation to competency development and its implications for school performance, has received limited attention in qualitative research. This study aims to analyze the role of the principal’s transformational leadership in developing the competencies of teachers and educational staff and its contribution to improving school performance at MA Miftahul Falah, Bandung City. This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and document analysis involving the principal, teachers, educational staff, and other relevant stakeholders. The data were analyzed through data reduction, data display, and conclusion drawing, while the trustworthiness of the findings was ensured through source and method triangulation. The findings indicate that the principal’s transformational leadership is manifested through the establishment of a shared vision, the provision of motivation, effective communication, coaching, supervision, and the facilitation of professional development opportunities for teachers and educational staff. Competency development is implemented through participation in Subject Teacher Consultation Forums (Musyawarah Guru Mata Pelajaran – MGMP), seminars, workshops, webinars, and training programs, although these initiatives remain largely dependent on external providers. Transformational leadership and competency development contribute to improvements in instructional quality, administrative services, work discipline, and the effectiveness of school programs. Furthermore, the study reveals that religious values, a family-oriented organizational culture, and the intrinsic motivation of teachers and educational staff serve as reinforcing factors that strengthen the effectiveness of transformational leadership in enhancing school performance. These findings enrich the literature on educational leadership by demonstrating that the successful implementation of transformational leadership in madrasahs is influenced not only by leadership practices and competency development but also by the distinctive organizational culture embedded within Islamic educational institutions.