Spiritual Leadership of Madrasah Heads in Improving Teacher Personal Competence (MTs Ma’arif NU 2 Sutojayan Blitar and MTs Ma’arif Bakung Blitar)

Abstract

This research aims to provide an in-depth description regarding 1) The spiritual leadership of the madrasa head in improving teacher personality competence 2) The spiritual leadership characteristics of the madrasa head in increasing teacher personality competence 3) The spiritual leadership strategy of the madrasa head in increasing teacher personality competence. This research uses a qualitative approach, a case study type with a multi-case design. Data collection techniques use in-depth interviews, participant observation and documentation, data analysis uses data reduction, presentation of verification data and drawing conclusions. Data is analyzed from single and cross-case data. The research results show: 1) Spiritual leadership in the two madrasas a) Able to inspire, influence and mobilize through example. b) have a very strong foundation and motivation for the progress of the institution. c) Communicate well with its members and communication does not go in one direction. 2) Characteristics of the spiritual leadership of the madrasa head a) Has a strong belief in the progress of the madrasa, has a vision, mission, goals and strategies, as well as their implementation towards progress and success in managing the organization. b) has a humble character, is patient, has emotional stability, adheres to honesty, is self-confident, can accept change and has a spirit of pious deeds, c) is very loved by his subordinates, likes the leadership model and style of the madrasah head, loves the policies and ideas of the madrasah head especially regarding policies to increase teacher competency. 3) The spiritual leadership strategy of madrasa heads in both institutions is a) Always maintaining trust. c) Communicate, collaborate and synergize to unite the vision and mission well in running the madrasah organization. c) The head of the madrasah holds training to improve teacher competency.