THE PRINCIPAL'S STRATEGIES IN IMPROVING THE PERFORMANCE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS AT AL AZHAR 4 KEMANDORAN ISLAMIC JUNIOR HIGH SCHOOL SOUTH JAKARTA

Abstract

This study was motivated by the importance of the principal’s strategy in improving the performance of Islamic Religious Education teachers. Islamic Religious Education teachers play a role not only in carrying out the learning process but also in shaping students’ character, instilling religious values, and developing school culture. Therefore, a well-directed and sustainable principal’s strategy is needed to improve the professionalism and performance of Islamic Religious Education teachers at Al Azhar 4 Kemandoran Islamic Junior High School, South Jakarta. The purpose of this study is to describe the principal’s strategy in improving the performance of Islamic Religious Education teachers, which includes planning (plan), tactics or specific measures in addressing obstacles (ploy), consistent patterns of action (pattern), strategic positioning in building excellence and determining policy directions (position), as well as the perspectives, values, and philosophy underlying the principal’s leadership (perspective). To comprehensively understand the principal’s strategy in improving the performance of Islamic Religious Education teachers, this study employs the concept of strategy developed by Henry Mintzberg through the 5Ps of Strategy, namely plan, ploy, pattern, position, and perspective. This concept views strategy as a plan, a tactic, a pattern of action, a strategic position, and a perspective or set of values that forms the basis for the principal’s actions in improving the performance of Islamic Religious Education teachers. This study employed a qualitative approach using a descriptive method. The research was conducted at Al Azhar 4 Kemandoran Islamic Junior High School, South Jakarta. Data were collected through interviews with the principal, curriculum staff, Islamic Religious Education teachers, and teachers of other subjects, as well as through observation and document analysis. The data were then analyzed through the stages of data reduction, data presentation, and conclusion drawing. The findings show that the principal’s strategy in improving the performance of Islamic Religious Education teachers is implemented through program planning involving various elements of the school and integrated into the school work program; the application of tactics through coordination, communication, mentoring, supervision, and guidance in addressing obstacles; the establishment of consistent patterns of action through monitoring, evaluation, reflection, and follow-up; the positioning of Islamic Religious Education as one of the school’s identities and areas of excellence through various religious programs and a culture of adab; and the development of a leadership perspective that integrates professionalism with religious values, integrity, discipline, responsibility, and exemplary conduct. Thus, efforts to improve the performance of Islamic Religious Education teachers are carried out in a directed and sustainable manner and are supported by school programs, school culture, and the involvement of various elements within the organization.