Psychological Factors Affecting Teacher Performance in Madrasahs: A Case Study at MTsN 1 Sumedang
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Abstract
This study aims to identify psychological factors that influence teachers' performance and job satisfaction in madrasahs, with a focus on the integration of Islamic values in the dynamics of educational organisations. Using a qualitative case study approach, the research was conducted at Madrasah Tsanawiyah Negeri (MTsN) 1 Sumedang by taking three teachers as the main informants, namely the Islamic Education Teacher, Mathematics Teacher, and Extracurricular Training Teacher. Data collection was carried out through in-depth interviews, participatory observation, and documentation, then analysed thematically. The results of the study indicate that teacher performance and job satisfaction are influenced by six main psychological factors: high self-efficacy, balanced intrinsic-extrinsic motivation, strong organisational commitment despite the headmaster's delegative leadership style, low work stress thanks to careful annual planning, psychological capital strengthened through emotional relationships with students, and a supportive organisational climate based on horizontal solidarity and Islamic values. The integration of Islamic values, such as the meaning of work as worship and charitable deeds, strengthens teachers' psychological resilience and intrinsic motivation. This study concludes that teacher performance and job satisfaction in madrasahs are not only determined by managerial structure but more predominantly by the interaction between individual psychological factors, organisational climate, and spiritual foundations. These findings pave the way for the development of the concept of Islamic organisational behaviour in contextual and empirical Islamic education management.
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