Humanist Leadership of the Principal in Improving Teachers' Teaching Motivation at Muhammadiyah Pucang Gading Middle School

Abstrak

This study examines the principal’s humanistic leadership in enhancing teachers’ teaching motivation at SMP Muhammadiyah Pucang Gading. It is grounded in the complexity of educational systems, where low teacher motivation is often linked to bureaucratic leadership styles, excessive workload, limited appreciation, and insufficient emotional support. Although prior studies confirm the importance of effective leadership, research focusing on humanistic leadership—emphasizing empathy, fairness, individual development, and positive relationships—remains limited, particularly in Islamic-based secondary schools in Indonesia. This research aims to analyze how humanistic leadership contributes to improving teaching motivation and to identify its key dimensions, including empathy, participatory communication, and professional support. A qualitative field study approach was employed, involving purposively selected participants such as the principal, vice principals, teachers, and staff. Data were collected through observation, in-depth interviews, and documentation, and analyzed using interactive techniques with triangulation and member checking to ensure validity. The findings reveal that humanistic leadership has been positively implemented through empathetic practices, open two-way communication, professional development support, and a harmonious organizational culture, significantly enhancing teacher motivation. However, challenges remain, including inconsistent communication, administrative burdens, individual resistance, and limited facilities. Overall, this approach effectively fosters a supportive work environment and teachers’ psychological well-being.