Al-Tanzim: Jurnal Manajemen Pendidikan Islam
Vol. 08 No. 04 (2024) : 1110-1123
Available online at https://ejournal.unuja.ac.id/index.php/al-tanzim/index

Exploring the Impact of Islamic Leadership,
Work Ethic, and Discipline on Job Satisfaction and
Teacher Performance in Madrasah
Ardi Saputra Aceh1*, Nur Asnawi2, M. Fahim Tharaba3
Islamic Educational Department, Universitas Islam Negeri Maulana Malik Ibrahim,
Malang, East Java, Indonesia
Email : ardisaputra449@gmail.com1, asnawi@manajemen.uin-malang.ac.id2,
fahimtarbiyah@pai-uin.malang.ac.id3
DOI: http://doi.org/10.33650/al-tanzim.v8i4.8911
Received: 23 June 2024

Revised: 21 October 2024

Accepted: 02 November 2024

Abstract:

This study aims to analyze the influence of Islamic leadership, Islamic work ethic, work
discipline, and job satisfaction on the success of teacher performance. The approach used
is quantitative with a correlational type. The study population consisted of 185 teachers,
with a sample of 126 teachers selected through a simple random sampling technique
using Google Forms distribution. Data were analyzed using SmartPLS V.3.29. The results
showed that Islamic leadership did not significantly affect teacher performance.
However, Islamic work ethic, work discipline, and job satisfaction positively and
significantly affected teacher performance. Islamic leadership and work ethic
significantly affected job satisfaction, while work discipline did not. Islamic leadership
had an indirect positive effect on teacher performance through job satisfaction, while
Islamic work ethic and work discipline did not have a significant effect through job
satisfaction. Based on the study results, teacher performance is optimal. All variables
tested showed a dominant positive effect on other variables. The researcher designed the
Islamic Integrity Index (i3) model as a concept of teacher performance standards in
improving professionalism to produce quality education.
Keywords: Islamic Leadership, Islamic Work Ethic, Work Discipline, Job Satisfaction, Teacher Performance
Abstrak:

Penelitian ini bertujuan untuk menganalisis pengaruh kepemimpinan Islam, etos kerja
Islam, disiplin kerja, dan kepuasan kerja terhadap keberhasilan kinerja guru. Pendekatan
yang digunakan adalah kuantitatif dengan tipe korelasional. Populasi penelitian terdiri
dari 185 guru, dengan sampel 126 guru yang dipilih melalui teknik simple random
sampling menggunakan distribusi Google Forms. Data dianalisis menggunakan
SmartPLS V.3.29. Hasil penelitian menunjukkan bahwa kepemimpinan Islam tidak
berpengaruh signifikan terhadap kinerja guru, namun etos kerja Islam, disiplin kerja, dan
kepuasan kerja berpengaruh positif dan signifikan terhadap kinerja guru.
Kepemimpinan Islam dan etos kerja Islam berpengaruh signifikan terhadap kepuasan
kerja, sementara disiplin kerja tidak. Kepemimpinan Islam berpengaruh positif tidak
langsung terhadap kinerja guru melalui kepuasan kerja, sedangkan etos kerja Islam dan
disiplin kerja tidak berpengaruh signifikan melalui kepuasan kerja. Berdasarkan hasil
penelitian, dapat disimpulkan bahwa kinerja guru sudah optimal. Semua variabel yang
diuji menunjukkan pengaruh positif dominan terhadap variabel lainnya. Peneliti
merancang model Indeks Integritas Islam (i3) sebagai konsep standar kinerja guru dalam
meningkatkan profesionalisme untuk menghasilkan pendidikan yang bermutu.
Kata Kunci: Islamic Leadership, Etos Kerja Islami, Disiplin Kerja, Kepuasan Kerja, Kinerja Guru

Al-Tanzim: Jurnal Manajemen Pendidikan Islam
This journal is an open-access article under a CC BY-NC-SA 4.0 license. © 2024, the author(s)

Please cite this article in APA style as:
Aceh, A. S., Asnawi, N., Tharaba, M. F. (2024). Exploring the Impact of Islamic Leadership, Work Ethic, and
Discipline on Job Satisfaction and Teacher Performance in Madrasah. Al-Tanzim: Jurnal Manajemen Pendidikan
Islam, 8(4), 1110-1123.

INTRODUCTION
Indonesia is on the verge of becoming a developed country with significant
potential across various sectors. However, realizing this potential will only be
possible with a robust foundation in education. Teachers are central to this future,
as they play a pivotal role in shaping the nation’s educational landscape (Kondo,
2022; Fowler et al., 2023). The challenges Madrasahs face in optimizing teacher
performance are multifaceted, involving critical aspects essential for developing
quality education. Among these challenges is the need to ensure that teachers
possess strong academic and religious competencies, enabling them to deliver
lessons in depth and alignment with Islamic values (Laili et al., 2022; Vieten, 2022).
Education is a powerful tool for national enlightenment, empowering
individuals to use the knowledge they acquire to improve their quality of life
(Davis et al., 2022; Fatima, 2023). Performance, in this context, refers to the
outcomes achieved by an individual in carrying out assigned tasks based on their
skills, experience, dedication, and effective use of time to achieve specific
objectives (Febrian, 2024). In Islamic teachings, leadership is highly emphasized,
with its importance being fundamental to the success of any organization.
Effective leadership requires collaboration, even in small groups, as it is essential
for organizational success (Soderberg et al., 2022). This concept underscores the
idea that when leaders in educational institutions embody the character and
principles of Islamic leadership, they contribute to creating high-quality
education.
Previous studies have shown the significant role of leadership in
influencing teacher performance. For example, research by Salsabila (2020) and
Syam et al. (2020) emphasizes the responsibility of Madrasah heads in guiding and
directing teacher performance. However, contrasting findings are reported by Sani
and Ekowati (2020), who found no significant effect of spiritual leadership on
teacher performance. In terms of the Islamic work ethic, studies by Ali (2022) and
Noer (2022) suggest that a strong work ethic significantly impacts teacher
performance, with a better work ethic leading to improved outcomes. However,
Qasim (2022) disagrees, stating that the Islamic work ethic does not significantly
affect teacher performance in educational institutions due to the influence of other
factors. Research by Perkasa (2023) highlights the importance of work discipline
in enhancing teacher performance, while Sudjono (2022) argues that discipline
alone is insufficient to improve performance without considering other
underlying factors.
The gap in this body of research lies in the limitations of studies like those
by Sani and Ekowati (2020), which need to address the various factors that
influence teacher performance comprehensively. This study seeks to fill this gap
by focusing on the impact of Islamic leadership, Islamic work ethics, and work

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discipline on teacher performance.
This research analyzes and describes how much Islamic leadership, Islamic
work ethics, and work discipline influence teacher performance. Doing so will
provide insights and guidance on factors that can enhance teacher performance
and, ultimately, the quality of education in Madrasahs.
RESEARCH METHOD
This research method uses a quantitative and correlational approach. The
quantitative approach is applied from data collection and interpretation to the
presentation of results. The population that is Object of the study consists of 185
teachers, and the sample taken is 126 people using the simple random sampling
technique, namely random sampling from the existing population. This sample
represents the population and is used as a research data source. Data was collected
using a questionnaire given to selected teachers, focusing on certified teachers
registered in the Simpatika account of Madrasah Aliyah Negeri Malang Raya. The
location of this research is Madrasah Aliyah Negeri Malang Raya.
For data analysis, this study uses Smart PLS V.3.2.9 software, which is used
to analyze the relationship between variables in the research model with the
Partial Least Squares (PLS) approach. The analysis includes descriptive analysis to
describe the characteristics of respondents and inferential analysis to test the
relationship between variables and the effects that may arise. The validity and
reliability of the instrument were tested first to ensure that the questionnaire used
was able to measure the research variables well and consistently. Through this
approach, this study aims to gain a deeper understanding of the factors that
influence the performance of certified teachers at the State Islamic Senior High
School of Malang Raya.
NO
1
2
3
4
5

Table 1. Number of Teacher Samples
State Aliyah Madrasah
Total Teachers
Madrasah Aliyah Negeri Kota Batu
Madrasah Aliyah Negeri 2 Kota
Malang
Madrasah Aliyah Negeri 1 Malang
Sumberoto
Madrasah Aliyah Negeri 2 Malang
Turen
Madrasah Aliyah Negeri 3 Malang
Gondanglegi
TOTAL

43
55
44
25
18
185

Total Sample
43
Mi =
𝑥 126 = 29
185
55
Mi =
𝑥 126 = 38
185
44
Mi =
𝑥 126 = 30
185
25
Mi =
𝑥 126 = 17
185
18
Mi =
𝑥 126 = 12
185
126

All research data obtained through questionnaire and sourced from
opinions of Madrasah Aliyah Malang Raya certification teachers through
questionnaire. On research this there are five variables including Islamic
Leadership (X1), Ethos Islamic Work (X2), Discipline Work (X3), Satisfaction Work
(Z), Teacher Performance (Y).

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RESULT AND DISCUSSION
Result
Outer loadings are table containing loading factors for show big correlation
between indicator with latent variable. The loading factor value must be more big
of 0.7 then said to be valid. Output outer loadings can be obtained from PLS
Algorithm Report SmartPLS.

Figur 1. Model 1 calculation results after done calculation First
In the table above showing that all factor loading has mark more of 0.7
means indicator has fulfil criteria. If value not enough from 0.7 so can stated that
data No fulfil validity convergent. Because there is indicator which no fulfil criteria
that is X1.7, X2.2, X3.1, X3.6, Y1.6, Z1.1 so done elimination. So that obtained for
results second outer that is as following:

Figure 2. Calculation Results for Model 2

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1113

In the table above showing that all factor loading has mark more of 0.7
means indicator has fulfil criteria. If value not enough from 0.7 so can stated that
data no fulfil validity convergent. Because there is indicator addition which no
fulfil criteria that is X3.2, X3.3, Z1.3 then done elimination. So that obtained for
results outer third that is as following:

Figure 3. Calculation results for model 3 after carrying out the third calculation
In the table above showing that all factor loading has mark more of 0.7
means indicator has fulfil criteria. If value not enough from 0.7 so can stated that
data no fulfil validity convergent, meaning in calculations outer loading third
already no found again invalid/no data fulfil criteria.
Research Hypothesis Testing
In hypothesis testing there are significant values between variables where
these significant values are obtained through a bootstrapping procedure. Seeing
the significance of the hypothesis is seen from the parameter coefficient values and
the t-statistic significance value in the bootstrapping report algorithm. To find out
whether a relationship is significant or not, look at the t-table at alpha 0.05 (5%) =
1.96 then the t-table is compared with the t-count.
Table 2. Hypothesis Test Results
Hipotesis
Job Satisfaction
(Z) -> Teacher
Performance (Y)
Islamic Leadership
(X1) -> Teacher
Performance (Y)

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Original
Sample
(O)

Sample
Mean (M)

Standard
Deviation
(STDEV)

T Statistics
(|O/STDEV|)

P
Values

Description

0.226

0.212

0.092

2.466

0.014

Positive
and
Significant

0

0.001

0.078

0.006

0.995

No
Significant

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Islamic Leadership
(X1)
->
Job
Satisfaction (Z)
Islamic
Work
Ethic (X2) ->
Teacher
Performance (Y)
Islamic
Work
Ethic (X2) -> Job
Satisfaction (Z)
Work Discipline
(X3) -> Teacher
Performance (Y)
Work Discipline
(X3)
->
Job
Satisfaction (Z)

0.288

0.285

0.088

3.261

0.001

Positive
and
Significant

0.414

0.414

0.112

3.71

0

Positive
and
Significant

0.499

0.449

0.163

3.052

0.002

0.314

0.319

0.083

3.77

0

0.103

0.145

0.119

0.863

0.388

Positive
and
Significant
Positive
and
Significant
No
Significant

Table 3. Hypothesis Test Results for Indirect (Intervening) Effects
Variabel
Work Discipline
(X3)
->
Job
Satisfaction (Z)
Work Discipline
(X3) -> Teacher
Performance (Y)
Islamic
Work
Ethic (X2) -> Job
Satisfaction (Z)
Islamic
Work
Ethic (X2) ->
Teacher
Performance (Y)
Islamic Leadership
(X1)
->
Job
Satisfaction (Z)
Islamic Leadership
(X1) -> Teacher
Performance (Y)
Job Satisfaction
(Z) -> Teacher
Performance (Y)

Original
Sample
(O)

Sample
Mean
(M)

Standard
Deviation
(STDEV)

T Statistics
(|O/STDEV|)

P
Values

Description

0.023

0.028

0.027

0.858

0.391

No effect
direct

0.113

0.1

0.061

1.841

0.066

No effect
direct

0.065

0.059

0.03

2.141

0.033

Influential
direct

Discussion
The Influence of Islamic Leadership on Teacher Performance
Research results show that Islamic Leadership is not influential and
significant to teacher performance; the same research shows that Islamic
leadership is not influential to the performance of Islamic high school teachers in
Semarang City (Fathur, 2022). Research by Mukaromah (2022) shows that Islamic
leadership is not influential or significant to teacher performance. Research Yoga
& Fanani (2022) found that Islamic leadership could be more significant to teacher
performance. Limited education and managerial skills are among the reasons
teacher performance does not influence Islamic leadership factors. Even though
school principals understand religion well, there needs to be more managerial
skills to lead effectively, which will later impact teacher performance.

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The Influence of Islamic Work Ethics on Teacher Performance
Research results show that the ethos of Islamic Work has a significant
favorable influence on teacher performance. The increasingly good spirit in work
because of Allah will result in more good results from the performance carried out;
this is in line with research (Setyawati et al., 2023). Research by Lahat (2022) shows
that the ethos of Islamic Work influences teacher performance. Research by Wadjo
et al. (2023) says that the positive ethos of Islamic Work influences teacher
performance in Islamic education institutions.
The Influence of Work Discipline on Teacher Performance
Findings show an influence between discipline work and teacher
performance; this aligns with research (Amini et al., 2022; Sudjono, 2022) Research.
Atika et al. (2022) and Rivaldo (2023) say discipline work impacts teacher
performance in education institutions. Research by Zysman (2022) and Ramli
(2024) says discipline work influences teacher performance. Research Rivaldo
(2023) also said that discipline work exceptionally influences the performance
process of educators in madrasahs.
The Influence of Job Satisfaction on Teacher Performance
Research results show a significant influence between satisfaction with
work and teacher performance; this is in line with research by Putri et al. (2023).
Research Juprizon (2022) says that job satisfaction influences performance.
Research Amiri (2023) also says that satisfaction with Work positively influences
performance.
The Influence of Islamic Leadership on Job Satisfaction
Research results show that there is a significant influence between Islamic
Leadership and satisfaction in teachers’ work. This is in line with research
(Hartono, 2023). Research by Asutay et al. (2022). shows that Islamic leadership is
closely related to job satisfaction in Islamic educational institutions. Research
Mukaromah (2022) also states that Islamic leadership will influence job satisfaction
in madrasahs and impact teacher performance.
The Influence of The Islamic Work Ethic on Job Satisfaction
Research results show that there is a positive influence between ethos
Islamic work and satisfaction with teachers' work; this supported research by Ulfa
et al. (2023). Research Hairunnisa (2020) conveys that the Islamic work ethic
significantly impacts job satisfaction, resulting in effective performance in every
educational institution.
The Influence of Work Discipline on Job Satisfaction
Research results show that there is no significant influence on discipline
work to satisfaction work, which aligns with the research by Putri et al. (2021).
Research by Atika et al. (2023) also states that work discipline does not affect
teacher job satisfaction. Although discipline is important for maintaining order
and efficiency, it does not always create a feeling of satisfaction at work.

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The Indirect Influence of Islamic Leadership on Teacher Performance through
Job Satisfaction
The research results show that Islamic leadership directly affects teacher
performance through job satisfaction. This is in line with the research by Nabilah
and Utomo (2024). Research Andreani (2022) also says that clear leadership in
applying appropriate vision and mission with Islamic principles can inspire and
motivate teachers to work with the same spirit and goals.
The Indirect Influence of Islamic Work Ethic on Teacher Performance through
Job Satisfaction
The research results show that the Islamic work ethic has no direct effect on
teacher performance through job satisfaction. Research by AlboGheitanirz et al..
(2019) shows that ethical islamic work can provide a strong moral and spiritual
foundation for a teacher. Ann’s influences on performance must be considered in
context, as various factors influence each other.
The Indirect Influence of Work Discipline on Teacher Performance through Job
Satisfaction
Research results show that discipline does not influence teacher
performance in madrasah, meaning that discipline works in the matter this speak
regarding teacher working hours, where there are still teachers who do not have
enough discipline to operate the task; however, the problem is that it turns out that
no influence on teacher performance (Suherman, 2021). Research Muna & Isnowati
(2022) says that although work discipline is important in specific contexts, teacher
performance in madrasah is influenced by various factors that must be
implemented and considered comprehensively.
The following are the findings of the model that the researcher formulated
in the phenomena in the research with the name Islamic Integrity Index (i3) model:

Figure 4. Islamic Integrity Index (I3)

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The research results show that Islamic Leadership does not have a positive
and significant effect on teacher performance; the same research was conducted
by Fathur (2022), which shows that Islamic leadership does not affect teacher
performance. The research results show that the Islamic work ethic significantly
influences teacher performance; the more enthusiasm there is for working for
Allah, the better the performance results are carried out, which aligns with
research by Setyawati (2023). The findings show a significant favorable influence
between work discipline and teacher performance. This is in line with Hadiati’s
(2018) research, meaning that the better the discipline carried out by each
individual in carrying out institutional activities, the more focused and better the
performance will be in educating students. The research results show a significant
influence between job satisfaction and teacher performance. This is in line with
Fairy et al. (2019). The research results show a significant influence of Islamic
leadership on teacher job satisfaction, which aligns with the research by Nurjaya
(2021). The research results show a significant favorable influence between the
Islamic work ethic and teacher job satisfaction; this is supported (Saputro, 2014).
The research results show that there is no significant influence of work discipline
on job satisfaction; this is in line with the research conducted (F. et al., 2021). The
research results show that Islamic leadership directly affects teacher performance
through job satisfaction. This aligns with the research conducted by Nabilah and
Utomo (2024). The research results show that the Islamic work ethic does not
directly affect teacher performance through job satisfaction; this aligns with the
research conducted (Smadi, 2023). The research results show that work discipline
does not directly affect teacher performance in madrasas; parallel research was
conducted by Tannady et al. (2022).
In facing global challenges in madrasas, researchers offer a new innovative
concept known as the Islamic Integrity Index (I3), which exists as a basis for
measuring and ensuring the profitable quality of Islamic education. This concept
is not only focused on academic achievement alone but also on forming strong
character based on Islamic values of integrity. The Islamic Integrity Index will
bring new hope for a better future for Islamic education. It is an approach that
prepares students for academic success and helps them become individualists by
bringing the light of Islamic teachings to every process.
CONCLUSION
The integration of Islamic leadership, work ethic, and work discipline forms
a theoretical framework that supports a holistic approach to improving teacher
performance in Islamic educational institutions. This approach emphasizes that
good performance is about achieving targets and internalizing spiritual and moral
values in every aspect of work.
These theoretical implications contribute to the literature by expanding
understanding of the relationship between Islamic values and professional
performance and offering a leadership and management model that can be applied
in various faith-based educational contexts. The limitations of this research are that
it only focuses on Islamic leadership, Islamic work ethic, work discipline, and job

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satisfaction for future researchers to consider conducting research that influences
job satisfaction, such as examining incentive variables and conducting
comparative analysis by comparing practices in Islamic and non-Islamic
educational institutions to understand the differences and similarities in these
practices.
ACKNOWLEDGMENT
The author sincerely thanks the Rector of UIN, Maulana Malik Ibrahim, and
his team for their invaluable support. Also, thanks to the Director, Vice Director,
Head of the Doctoral Program, and all lecturers and Staff for their guidance,
mentorship, and assistance during the academic journey. Special thanks to those
collecting data at Madrasah Aliyah Negeri, Malang Raya.

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