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bibo:abstract "This research is motivated by the challenges faced by the madrasa principal in developing teacher performance specifically regarding teachers who remain in a comfort zone using conventional teaching methods, as well as issues such as heavy administrative workloads, limited learning facilities, and the need to adapt to technological and pedagogical advancements. This research aims to address the research question regarding the principal's role in designing and implementing teacher performance development programs, as well as identifying the supporting and inhibiting factors involved.\r\nThis study employs a descriptive qualitative approach through field research. There were five informants: the madrasah principal, the deputy principal for curriculum affairs, and three teachers. Data were collected via interviews, observation, and documentation, then analyzed through data condensation, data display, and conclusion drawing. Data validity was verified using source and technique triangulation.\r\nThe results indicate that the madrasah principal performs seven roles known as EMASLIM: Educator, Manajer, Administrator, Supervisor, Leader, Innovator, and Motivator. Additionally, the principal plays a \"Transcendentalist\" role by reinforcing religious values and the culture of khidmah (devoted service), as well as an \"Aligner\" role, harmonizing bureaucratic demands with the madrasah's actual conditions to ensure alignment with its vision and mission. Supporting factors include communication and working relationships, the culture of khidmah, teacher commitment, and competency development through Subject Teacher Forums (MGMP) and In-House Training (IHT). Inhibiting factors include the comfort zone of some teachers, administrative workloads, limited facilities, and the demands of adapting to evolving educational practices."^^xsd:string;
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skos:prefLabel "371.102 Kepemimpinan Bidang Pendidikan" .
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