Islamic Boarding School Leadership and Work Environment on Teacher Performance

This research aims to identify gaps in existing research to improve the quality of teacher performance in the future. To achieve this objective, the study poses two research questions. Firstly, the research aims to analyze the influence of leadership in Islamic boarding schools (madrasah) and the working environment on teacher performance, both separately and collectively. Secondly, the research aims to identify and analyze variables that have a dominant influence in this context. These questions will be directed to respondents who have knowledge or understanding relevant to the research theme, which includes the leadership of madrasah principals, the working environment, and teacher performance. Based on the foregoing description, the preliminary results of this research indicate that leadership in the madrasah and the working environment significantly influence teacher performance. In other words, the more effective the leadership in the madrasah and the supportive working environment, the higher the level of teacher performance that can be achieved. Additionally, the research suggests that the role of madrasah leadership has a more dominant influence on teacher performance compared to other factors considered in this study. This research is a quantitative study with a survey approach. The data used are primary data obtained directly from 86 respondents through questionnaires. The findings of this study confirm that both madrasah leadership and the working environment have a simultaneous and partial influence, with madrasah leadership being the more dominant factor affecting teacher performance.


INTRODUCTION
Islamic religious education is very important for the formation of a person's personality. 1 Improving the quality of education is greatly influenced by teacher performance which consists of learning planning, learning processes, and learning outcomes. 2Teacher performance is important considering that teachers are the backbone of a nation's hopes for improving the quality of human resources in the future.Teacher performance is low due to conflicts with leaders as happened in the city of Bogor. 3 Before the incident in the city of Bogor, still in 2023, there was also a dispute between the teacher and the principal which had an impact on student education in the city of Berau. 4 Meanwhile, there are examples of poor teacher performance, such as what happened in the city of Makassar. 5The work environment also influences teacher performance. 6Compiled from various sources, there are still many teacher performance problems caused by the work environment.The regulations that have been made by existing policymakers are quite good, but problems still occur in the field, so comprehensive steps need to be formulated to deal with these problems.
Teacher performance is a skill demonstrated by a teacher when carrying out his duties and obligations. 7The performance of these private teachers is measured by the achievements produced by their students. 8The factors that influence teacher performance revealed based on research results are personality and dedication, professional development, teaching ability, relationships and communication with the community, discipline, welfare, and work climate.Indicators of teacher performance are planning learning activity programs, implementing learning activities, and evaluating/assessing learning activities.9Teacher performance is influenced by leadership. 10Madrasah leadership has a dominant influence on teacher performance.This is shown by several previous studies which reveal that Kiai-centered leadership in the Islamic boarding school environment is the dominant factor for employee performance. 11eadership in the context of madrasas or Islamic educational institutions has a very important role in managing, developing, and ensuring quality education for students. 12Islamic boarding schools led by a Kiai can increase motivation for their employees. 13In Indonesia, traditional Islamic boarding schools still focus on religious education while madrasas have undergone a transformation and followed curriculum governance, having made significant developments in both curriculum and pedagogy and by adopting a secular type of pedagogy. 14he work environment is the physical, social, and cultural space in which a person works.It covers various elements that influence employee productivity, well-being, and satisfaction.Work environments can vary greatly depending on the type of industry, company, and even the country where a person works. 15The work environment is divided into physical work environment and non-physical work environment.The physical work environment is everything around the work area that can affect employees either directly or indirectly, while the non-physical work environment is the entire condition that occurs and is related to coworkers, superiors, and subordinates. 16Research conducted by Devos revealed that the social environment has an impact on teacher self-efficacy which influences teacher performance17 , The physical environment also has a dominant influence on teacher performance. 18In this research, indicators of the work environment are school facilities, job security and teacher relationships. 19he need for this research is to find research gaps to improve the quality of teacher performance in the future.To realize this, the first research question asked was to analyze leadership in madrasas and the work environment on teacher performance both partially and simultaneously.secondly, knowing and analyzing the variables that are more dominant in this research.These two questions will be given to people who have knowledge or understand the themes raised in this research, namely the leadership of madrasah heads, the work environment, and teacher performance.Based on the previous description, it is necessary to prepare a temporary answer for this research.The first is that madrasah leadership and the work environment have a significant effect on teacher performance.This hypothesis means that in other words, the more effective the madrasah leadership and conducive work environment conditions, the higher the teacher's performance.achievable.secondly, madrasah leadership has a more dominant role in teacher performance.Next, these two hypotheses will be tested and analyzed in the next section.
In the existing research literature, there is less special attention to elements of madrasa leadership and the work environment that can have a significant impact on teacher performance in madrasas.In addition, a deeper understanding is needed of how specific elements of madrasah leadership and specific work environment conditions interact specifically and impact overall teacher performance.

METHOD
This research was conducted at SMA Al Furqon Driyorejo Gresik.With this type of quantitative research using survey methods.This high school was chosen because this school has an Islamic boarding school which is unique in itself because of its location in the Gresik area, East Java, which directly borders the city of Surabaya, which is the second largest metropolitan city in Indonesia.This type of research data uses primary data obtained directly from respondents. 20The data collection technique uses a questionnaire given to respondents.The time used to collect data was 1 month.The sampling technique uses probability sampling, that is, the entire population has the opportunity to be selected as a sample, using the census method, namely taking the entire population of 86 people. 21his research variable can be classified into 2 variables, namely exogenous and endogenous variables.The exogenous variables are Islamic boarding school leadership (X1) and work environment (X2) which have indicators of school facilities, job security, and teacher relationships.while the endogenous variable or what is measured in this research is teacher performance (Y) with indicators of learning planning, learning process, and learning output.The instrument for measuring the indicators of this questionnaire uses a 1-5 Likert scale 22 .With the lowest score being 1 for a strongly disagree answer and the highest score being 5 for an agree answer.The questionnaire given to respondents has gone through a validity test using the correlation coefficient. 23This validity test aims to measure the validity of question items or statements.Apart from the validity test, a reliability test was also carried out which was used to test the consistency of the questionnaire items by looking at the Cronbach alpha value. 24he data that has been obtained will then be analyzed to test the truth of the hypothesis in this research.Before testing the hypothesis, a classical assumption test is proposed, consisting of normality, linearity, multicollinearity, and heteroscedasticity tests. 25After carrying out the normality test, the next step is to test the hypothesis using the multiple linear regression test, coefficient of determination test, partial test (F test), and simultaneous test (F test).multiple linear regression analysis using the formula Y = a + β1X1 + β2X2 + e. with the description Y is teacher performance, a is a constant, β1 β2, is a multiple regression coefficients.26

Result
According to the research results, the overall Islamic boarding school leadership variable, which consists of 42 question items, was declared valid because the calculated r value was greater than the r table value of 0.2096; the overall work environment variable, which consists of 13 questions, was also declared valid because the calculated r value was greater than the table r value; and the teacher performance variable, which consists of an r table value of 0.2096.while the reliability test results are shown in Table 1 below.As shown in Table 1 regarding the results of the reliability test, each variable has a Cronbach's Alpha coefficient that is greater than 0.60, so it can be concluded that the metrics used for each variable in this study are valid and can be used.Test the classical assumption using the Kolmogorov-Smirnov technique.Table 2 shows this.By using the Kolmogorov-Smirnov method, researchers found that the data in this study was normally distributed.The normality test results show a significance value of 0.186, which is greater than the significance level of 0.05 (0.186 > 0.05).Based on these results, the researchers concluded that the data was normally distributed.The next assumption test is the linearity test.This is very helpful to find out whether the independent and dependent variables have a linear relationship.Table 3 below shows the results of the linearity test.
Linear Variable (X1) (Y1) with a Deviation From Linearity of 0.103, meaning that these results show that the relationship between variables X1 and X2 has a linear tendency or in other words, changes in X1 have a relatively constant impact on Y1.This is following the model or pattern of linear relationship between these two variables.The variable (X2) (Y1) with a Deviation From Linearity of 0.301 has the same meaning as before.This result shows that the relationship between variables X2 and Y1 has a linear tendency.Changes in X2 have a relatively constant impact on Y1, which is under the model or pattern of linear relationship between these two variables.After carrying out the classical assumption test, carry out hypothesis testing through multiple linear regression tests, coefficient of determination tests, partial T-tests, and simultaneous F tests.The results of the multiple linear regression test can be seen in Table 4 below: The test results can be seen in table 4 above.The regression equation for the influence of Islamic boarding school leadership (X1) has a value of 0.141.In this situation, we can anticipate an increase in teacher performance (Teacher Performance) of 0.141 units if there is a one-unit increase in Islamic Boarding School Leadership (X1).This applies if the work environment factor (X2) and other components remain constant.and a value of 0.282 for the work environment, with a constant value of 31.821.In this situation, we can anticipate an increase in teacher performance (Teacher Performance) of 0.282 units if the Work Environment (X2) increases by one unit.This can happen if the Islamic boarding school leadership factor (X1) and other factors do not change, we can anticipate this increase.
The multiple linear regression equation is as follows: Teacher Performance = 31.821+ 0.141 + 0.282 +e.The coefficient of determination test is used to determine the influence of Islamic boarding school leadership (X1) and work environment (X2) on teacher performance (Y).The calculation results can be seen by summarizing using SPSS 22, especially the R Square (R2) figure.The following is a table of coefficient of determination test results The value of R Square (R2), namely 0.277, can be seen in Table 4.18 Model Summary.This value can be used to see the magnitude of the influence of Islamic boarding school leadership (X1), and work environment (X2) on teacher performance (Y), namely 0.277 (27.7%),In other words, around 27.7% of changes in teacher performance can be attributed to variables that exist in this model, while around 72.3% of the remainder is influenced by other factors that are not in this model.

Islamic Boarding School Leadership and Work Environment on Teacher Performance
Based on research results, Islamic boarding school leadership and the work environment have a simultaneous and partial influence, this is described as follows.Leadership is a person's ability to influence other people in an organization. 27The effectiveness of a leader also depends on the leadership style applied. 28Pesantren Leadership reflects the roles and responsibilities of the pesantren leadership or management in managing the daily operations of the pesantren.Pesantren leadership is responsible for forming the pesantren's vision, mission, and strategy and ensuring effective implementation.Islamic boarding school context, the Islamic boarding school environment has unique characteristics 29 .These are often places of religious education, with a focus on Islamic religious instruction.Therefore, planning learning activity programs in the context of Islamic boarding schools often have different nuances and objectives compared to conventional schools.The Importance of Planning in the Leadership Context: This statement underlines the importance of planning learning activity programs as one of the key elements in Islamic boarding school leadership. 30In this context, Islamic boarding school leadership plays an important role in ensuring that learning planning runs effectively and efficiently.In other words, Islamic boarding school leadership needs to understand that good learning planning is the foundation of quality teaching in Islamic boarding schools. 31They must ensure that teachers have a solid understanding of how to plan learning well, and that they can also provide the guidance, support, and resources necessary to achieve the goals of Islamic boarding school education.
To achieve this, Islamic boarding school leadership can adopt an inclusive approach, encourage teacher collaboration, and provide guidance or training on lesson planning.In addition, they must regularly monitor and assess planned learning activity programs to ensure that they run according to established standards and contribute to achieving the educational goals of the pesantren.By understanding the importance of learning planning in the context of Islamic boarding school leadership, Islamic boarding schools can improve the quality of education they offer and produce skilled and knowledgeable graduates. 32f a skilled teacher only has abilities in terms of vision, motivation, understanding, and practice, then he or she will still lack the ability to learn from experience, and thus, the ability for purposeful change.planning learning activity programs based on the results of observations made by researchers, this has been done by creating teaching modules, however, some teachers do not just create modules and directly carry out teaching activities according to the material in learning resources or books.The researcher concluded that the teachers prepared the learning material well which can be seen from how the teacher delivered the material and also created an interactive and conducive classroom atmosphere.
The urgency of a plan for a learning activity program in the context of Islamic boarding school leadership illustrates how learning planning is a key element in the effectiveness of education in the Islamic boarding school environment.To provide a more comprehensive explanation, let's break down the statement into several key elements including Learning Activity Program Planning: This refers to the process in which teachers plan every aspect of the learning they will provide to students.This includes material selection, teaching methods, learning objectives, and assessment.Good planning is the foundation of effective teaching. 33he second indicator, namely the implementation of learning activities, teaching methods, learning materials, teacher-student interactions, and other factors are several factors that contribute to the quality of implementing learning activities that can be used to measure this indicator.These results indicate that both respondents and research subjects felt that these elements worked well in that place.If the indicator for implementing learning activities receives a high score, this is a positive indication that the learning in that environment is of high quality.However, it is important to examine and understand the statements used in these measurements to gain a better understanding of which specific elements have been assessed well and where there is room for improvement. 34These results can also be a basis for educational institutions or related parties to continue to improve the quality of learning activities.
The teacher's statement seeks to increase knowledge to improve the learning process.Based on observations made by researchers, quite a few teachers are undertaking professional teacher training, conducting seminars, deepening the material by reading other learning sources, and also continuing their education to a higher level.This statement indicates that teachers in this environment are very active in efforts to improve their knowledge. 35 professional training, seminars, deepening the material by reading other learning sources, and pursuing higher education are examples of the efforts they make.This is a positive thing because it shows the teacher's commitment to improving the quality of the learning process.The finding of awareness of Continuous learning shows that many teachers are aware of the importance of continuous learning.They not only rely on the knowledge they already have, but they are also willing to continue learning and developing themselves, which can have a positive impact on the quality of education they provide to students.
The third indicator is evaluation or learning assessment, namely "teachers are open to receiving suggestions regarding the learning process," indicating that respondents feel that teachers in the context of this research have an open attitude toward input and suggestions given regarding the learning process.This is a positive thing because it indicates that teachers are willing to develop and improve their teaching methods based on input from students or other parties involved in the learning process.Based on observations made by researchers, all existing stakeholders, including teachers, are very open to receiving suggestions because they are seen as a means of improving the quality of carrying out their work.This information was also obtained when interviewing several teachers when administering this research questionnaire.
Work environment problems include working conditions, and physical and psychological conditions.These conditions are problems that are always highlighted as factors causing poor teacher performance in delivering learning and involving students in learning36 .The work environment consisting of school facilities, job security, and teacher relationships can have a significant impact on teacher performance because these factors create a work environment that influences teacher well-being and motivation.School facilities consist of good physical comfort, such as comfortable classrooms, complete libraries, and good laboratories, which can create a conducive environment for learning and teaching. 37Teachers who have adequate facilities will find it easier to carry out their duties.Modern learning facilities such as computers, projectors and other technological devices can help teachers deliver learning material more effectively.This can improve the quality of teaching and overall teacher performance.
Job security consisting of physical and psychological safety influences teacher performance because teachers who feel safe in the work environment can focus more on their teaching work.Good physical and psychological safety can help teachers feel calmer and more productive in improving performance.Job stability has an impact on performance because in this environment teachers feel that they often receive appreciation or appreciation and tend to be more dedicated and want to remain part of this profession for a long time.Job security can help prevent teacher fluctuation, which often harms the quality of education.
Good relationships with teachers are formed through collaboration, emotional support, and providing feedback.Collaboration realized by good relationships between teachers can encourage better collaboration in curriculum development, teaching methods, and sharing experiences.This can improve the overall quality of teaching.Emotional support: teachers who have support from their colleagues will be better able to overcome challenges and stress in their work.Social support from fellow teachers can have a positive impact on their mental and emotional well-being.Finally, providing feedback has an impact because an open relationship between teachers and school management or the principal can enable the provision of constructive feedback.This helps teachers to continuously improve the quality of their teaching.The results of this research are in line with those conducted by Munifah et al, that leadership and culture improve teacher performance in the digital era. 38Other results showing that the work environment partially influences teacher performance were also revealed by Rachman et al. 39

Analysis of Dominant Variables on Teacher Performance
To see the dominance of variables on performance, the standardization coefficient (Beta) is the most important because it shows how much each variable contributes to performance variations in standard deviation units."Islamic boarding school leadership" (X1) has a Beta value of 0.345, while "work environment" (X2) has a Beta value of 0.216.The higher Beta value of Islamic boarding school leadership (X1) indicates that, statistically, this variable has a greater influence on performance compared to the work environment (X2).Note that these two variables are also statistically significant (p).However, it is important to remember that this impact is only seen within the framework of the regression model used.Other factors not included in the analysis may also influence it.
In the context of Islamic boarding school education, leaders (such as Islamic boarding school leadership) often have a very strong role in designing educational policies, determining educational vision and goals, and providing clear direction to teachers and staff.Effective leaders can motivate, inspire, and guide teachers to achieve better educational outcomes.Therefore, this leadership role naturally has a significant impact on teacher performance. 40ffective leaders can motivate teachers by providing inspiration and clear goals.They can create an organizational culture that supports and encourages improved performance.As a result, teachers may feel more motivated to perform better when they have a strong and inspiring leader.In addition, Islamic boarding school leaders often have control over educational policies and plans.These decisions can influence curriculum structure, teaching methods, and the resources available to teachers.An effective leader can ensure that these policies are designed to support the achievement of higher education goals.Furthermore, leadership in Islamic boarding schools is more effective because leaders can also facilitate 38  collaboration between teachers and staff, which can increase the effectiveness of teaching and learning. 41They can create a work environment that supports the exchange of ideas and best practices between teachers, which in turn can improve overall performance.Effective leaders can form a positive and performance-oriented organizational culture.They can set values, norms, and high expectations for performance, which can encourage teachers to reach higher standards.
Leadership theory in the context of Islamic boarding school education focuses on the important role of a leader (such as Islamic boarding school leadership) in terms of creating a vision, providing direction, and providing the support needed to improve the quality of education. 42Effective leaders can inspire and motivate teachers to achieve higher educational goals.Statistical analysis shows that Islamic boarding school leadership has a significant Beta coefficient (0.345) and a low p-value, indicating a dominant influence in improving teacher performance.
Theories about the work environment in education highlight the importance of factors such as adequate physical facilities, support from coworkers, and available educational resources.A positive work environment can create conditions that support collaboration, innovation, and quality learning.Even though it has a smaller Beta coefficient compared to Islamic boarding school leadership, statistical analysis shows that the work environment also has a significant Beta coefficient (0.216).This result shows how important the work environment is for improving teacher performance.

CONCLUSION
This research is not only consistent with statistical results but also relates to theoretical concepts about how leadership and the work environment matter for education.Although the variable "Islamic boarding school leadership" seems to have a greater influence, the variable "work environment" is also important and has a large effect on teacher performance.This research makes a specific contribution to providing an understanding of Islamic boarding school education.Islamic boarding schools have unique contexts and characteristics, and this research shows that concepts such as Islamic boarding school leadership and work environment are also relevant in this context.
This research enriches the literature on Islamic boarding school education and provides a deeper understanding of the factors that influence the quality of education in Islamic boarding schools.This research has limitations such as the research results may only apply to certain contexts and periods.Changes in conditions, educational policies, or external factors can influence the relationships between the variables studied.Therefore, these results must be updated and verified in different contexts or at different times.Apart from that, several variables 41 Irwan Fathurrochman, Dina Hajja Ristianti, and Mohamad Aziz Shah bin Mohamed Arif, "Revitalization of Islamic Boarding School Management to Foster the Spirit of Islamic Moderation in Indonesia," Jurnal Pendidikan Islam 8, no. 2 (2019): 239-58, https://doi.org/10.14421/jpi.2019.82.239-258. 42 Christopher Day, Pam Sammons, and Kristine Gorgen, Successful School Leadership, Education Development Trust  (Education Development Trust, 2020) in this research, such as teacher performance, can be measured subjectively.Subjective views or judgments can be influenced by various factors, such as individual perception, bias, or other factors that are difficult to measure objectively.

ACKNOWLEDGMENT
We express our respect and gratitude to this institution which has been willing to provide access, data, and permission to carry out research at this location.Good relationships with institutions mean that we do not encounter significant obstacles when conducting research.
To the respondents, we would like to express our gratitude for their time and willingness to provide valuable information that helps provide insight and contribute to the development of these theories.

Table 1
Result Reliability Test

Table 2
Normality Test

Table 3
Linierity test result