Transactional Leadership Management of School Principals in Improving the Performance of Educators and Education Personnel at SMP Bahrul Ulum Bontang

Musthofa; Widyatmike Gede Mulawarman; Azainil; Yudo Dwiyono; Usfandi Haryaka; Nurlaili

doi:10.59890/ijsas.v4i1.275

Authors

Musthofa Master of Educational Management at Mulawarman University
Widyatmike Gede Mulawarman Master of Educational Management at Mulawarman University
Azainil Master of Educational Management at Mulawarman University
Yudo Dwiyono Master of Educational Management at Mulawarman University
Usfandi Haryaka Master of Educational Management at Mulawarman University
Nurlaili Master of Educational Management at Mulawarman University

DOI:

https://doi.org/10.59890/ijsas.v4i1.275

Keywords:

Management, Transactional Leadership, Performance

Abstract

Principal leadership plays a strategic role in improving the performance of educators and education personnel, particularly in private educational institutions that demand effective human resource management. One relevant approach is transactional leadership, which emphasizes clear roles, effective reward systems, and regular performance monitoring. This study aims to describe and analyze in depth the implementation of transactional leadership management by principals in improving the performance of educators and education personnel. This study uses a qualitative approach with descriptive methods. Data collection techniques include in-depth interviews, observation, and documentation. Informants consisted of principals, educators, and education personnel. Data validity was tested through triangulation of sources and techniques. Data analysis was conducted through the stages of data reduction, data presentation, and systematic drawing of conclusions. The results show that transactional leadership management at Bahrul Ulum Bontang Middle School is implemented effectively and structured through two main dimensions. First, contingent rewards are realized in the form of praise, incentives, and self-development opportunities that have a positive impact on the work motivation of educators and education personnel. Management by exception is implemented through a consistent and fair monitoring system, accompanied by tiered sanctions ranging from verbal warnings to incentive cuts. The implementation of these two dimensions contributes to increased discipline and work responsibility. Research findings indicate that clarity in reward and supervision systems is a key factor in the effectiveness of transactional leadership. Consistent implementation can create a professional, disciplined, and conducive work environment.

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