Supervisi Klinis-Transformasional Berbasis Nilai Islami dalam Meningkatkan Motivasi Guru Madrasah Tsanawiyah: Studi Kasus di Nurul Huda Yadin

This study aims to analyze the model and mechanisms of madrasah principal supervision, its relationship with teacher motivation, and the factors supporting its implementation at Madrasah Tsanawiyah Nurul Huda Yadin. A qualitative approach with a single-case study design was employed. Data were collected over three months through semi-structured in-depth interviews, participatory observation, and document analysis. The participants comprised 11 purposively selected informants: one madrasah principal, two vice principals, and eight teachers. Data were analyzed using the Miles, Huberman, and Saldaña model, involving data condensation, data display, and conclusion drawing and verification. Data trustworthiness was examined through triangulation and member checking. The findings indicate that the principal implemented clinical-transformational supervision through collaborative planning, pre-conferences, participatory observation, and reflective-dialogue-based post-conferences. This supervisory practice was associated with stronger intrinsic motivation through professional recognition, competency development, and the interpretation of teaching as a trust (amanah) and an act of worship (ibadah). Extrinsic motivation was supported by formal recognition and career development opportunities. Implementation was supported by the principal’s interpersonal competence, a conducive organizational climate, and program continuity. The study implies that professional development programs for madrasah principals should strengthen clinical supervision skills, emotional intelligence, and Islamic values-based instructional leadership. Practically, this model offers a context-sensitive reference for madrasahs seeking to develop dialogical, collegial, and teacher-growth-oriented supervision. Its application should be adapted to the characteristics and needs of individual institutions