The findings are important as many private schools in Indonesia continue to face uneven teacher performance, limited incentives, and weak administrative coordination. By applying a structured leadership approach based on rewards and supervision, the school demonstrated measurable improvements in daily performance and organizational stability.
Leadership Challenges in Private Islamic Schools
Teacher and education staff performance remains a critical factor in the quality of education services. National education reports and internal school data show that private schools often struggle with fluctuating discipline, delayed administrative work, and declining motivation due to limited resources.
At SMP Bahrul Ulum Bontang, these challenges were evident. Internal data over the past two years recorded a decline of around 15 percent in educator performance, particularly in lesson administration, punctuality, and instructional innovation. Education staff also faced coordination issues and unclear task distribution. These conditions directly affected classroom learning and overall school effectiveness.
The researchers highlight that school leadership plays a strategic role in addressing these problems. Transactional leadership, which emphasizes clear expectations, rewards for achievement, and corrective supervision, was identified as a practical solution for schools operating under resource constraints.
How the Study Was Conducted
The research used a descriptive qualitative field approach conducted directly at SMP Bahrul Ulum Bontang, located in Bontang City, East Kalimantan. Data were collected through:
- In-depth interviews with the school principal, teachers, and education staff
- Direct observations of school activities and leadership practices
- Review of school documents, reports, and performance records
Data validity was strengthened through triangulation of sources and methods. The analysis followed systematic stages of data reduction, data presentation, and conclusion drawing to ensure accuracy and consistency.
Rather than relying on numerical testing, the study focused on real workplace experiences and leadership practices as perceived by educators and staff.
Key Findings: Rewards and Supervision Matter
The study found that transactional leadership was implemented effectively and consistently at SMP Bahrul Ulum Bontang, producing clear improvements in motivation, discipline, and work responsibility. Two main leadership dimensions stood out.
First, contingent rewards were applied through praise, certificates, incentives, and opportunities for professional development. These rewards were not always financial. Public recognition and appreciation from the principal played a major role in boosting morale. Teachers and staff reported feeling valued, which encouraged them to complete tasks on time and improve performance quality.
Second, management by exception was practiced through active supervision and fair sanctions. The principal conducted routine classroom observations, monthly evaluations, and daily monitoring. Sanctions were applied gradually, ranging from verbal warnings to incentive reductions, and were perceived as corrective rather than punitive.
Key outcomes identified in the study include:
- Improved discipline and punctuality among teachers and staff
- Increased work motivation driven by recognition and clarity of expectations
- Higher levels of responsibility in teaching preparation and administration
- Perceived performance improvement of up to 70–80 percent among educators
The researchers note that consistent application of rewards and supervision created a professional and conducive work environment.
Digital Communication Strengthens Leadership
An important practical finding was the use of digital communication tools, particularly WhatsApp groups, for daily coordination and feedback. This approach allowed quick information sharing, open communication, and ongoing guidance without formal barriers.
Teachers described this system as supportive rather than controlling. The combination of digital communication and face-to-face supervision strengthened trust between the principal and school personnel, reinforcing the transactional leadership model.
Implications for Education Policy and Practice
The study offers clear lessons for school leaders, especially in private and faith-based institutions. Transactional leadership provides a structured and realistic approach to performance management where resources are limited.
For educators, the findings emphasize the importance of transparent reward systems and consistent supervision. For policymakers, the research highlights the need to support leadership training that equips principals with practical management skills, not only administrative authority.
The authors caution that while transactional leadership is effective for stability and discipline, it may lead to routine-focused work if applied rigidly. They recommend integrating transformational elements, such as long-term professional development and innovation programs, to sustain creativity.
As Musthofa of Mulawarman University notes, transactional leadership at SMP Bahrul Ulum Bontang worked effectively because it was adapted to the school’s Islamic culture, emphasizing fairness, moral values, and empathy alongside discipline.
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