Journal of Education, Teaching and Learning 

Volume 4 Number 1 March 2019. Page 149-156 

p-ISSN: 2477-5924 e-ISSN: 2477-4878 

 

149 

 

 
Journal of Education, Teaching, and Learning is licensed under  

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The Effect of The Principal's Transformational Leadership and Work 

Motivation Toward Service Quality to Teachers of Private Islamic Junior 

High School (MTs) in Pontianak 

Diana Fitriyah1), Sukmawati2), M. Chiar3) 

1)Universitas Tanjungpura, Pontianak, Indonesia 
E-mail:ra.ludi@yahoo.com  

 
2)Universitas Tanjungpura, Pontianak, Indonesia  

E-mail: sukmawati@fkip.untan.ac.id  

 
2)Universitas Tanjungpura, Pontianak, Indonesia  

E-mail: chiarfkip@gmail.com 

 

 

Abstract. The problems that occur in the madrasahh are caused by the lack of quality of service in which the madrasahh 

principal leadership in Pontianak is not supported and the work motivation of teachers in improving education. The purpose 

of this study was to determine the effect of transformational leadership and work motivation of madrasahhh principals on 

the quality of service for private MTs in Pontianak. This study uses a quantitative approach and a type of descriptive 

research. The sample in this study were 70 teachers selected based on the sample random sampling technique. Data 

collection research was conducted by questionnaire and documentation. The results obtained from this study are that there 

is a significant effect between transformational principals' leadership and work motivation on service quality to Pontianak 

MTs teachers. 

Keywords: Effect; Leadership; Work Motivation; Service Quality 

 

 

I. INTRODUCTION 

The biggest education agenda in Indonesia is 

improving the quality of education. In order to realize 

quality education, it is certainly inseparable from the 

role of various parties, one of which is the teacher. 

Madrasahhh is an Islamic educational institution 

where the quality of teacher and staff services is the 

key to the success and sustainability of the institution 

in educating students. Teacher quality is the main 

aspect that is determined in an effort to improve the 

quality of education. This is because the teacher is the 

central point in the renewal and improvement of the 

quality of education if the implementation of the 

educator-educator process relies on the quality of its 

services. 

Based on Law Number 20 of 2003 

concerning the National Education System, which 

addresses the issue of Education and National 

functions and objectives in Article 3 it functions to 

develop dignified capabilities and character and 

national civilization in order to educate the nation's 

life, aiming at developing potential students to become 

humans who believe and fear the Almighty God, are 

noble, healthy, knowledgeable, capable, creative, 

independent, and become citizens of a democratic and 

responsible state. Therefore, improving the quality of 

teaching and education personnel in terms of 

recruitment, competence, and management of human 

resource development must be balanced from the 

above. Efforts to improve quality in educational 

institutions are not as easy as turning the palm of the 

hand because improving the quality of education 

means that the components in education must also be 

improved. 

According to Ahmad Kurnaidi in the article 

on the quality of education services, school quality is 

all forms of activities carried out by institutions to 

meet staff expectations. Services, in this case, are 

interpreted as services or services delivered by service 

owners in the form of convenience, speed, 

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relationships, abilities, and hospitality that are 

addressed through attitudes and characteristics in 

providing services to the satisfaction of school staff. 

Service quality can be known by comparing the 

perceptions of the staff for services that they clearly 

receive / obtain with the services they actually expect 

/ want from the service of an institution. 

The measure of service quality is the job 

demand that describes the work you want to achieve. 

How far a person is able to do work than compared to 

the results achieved is called the quality of service 

someone on the job. A job always has steps 

(procedures) work; work procedures always lead to 

increased work results in accordance with the demands 

of work. If a job is carried out in accordance with the 

procedure, it will arrive at the desired work result. 

According to Nurul Ulfatin (2016: 253), The 

quality of education that must be improved by the 

government is indeed heavy. Data displayed by the 

government is correct. So almost 50% of madrasahhs 

at all levels have not met minimum education 

standards. This means that there are still many schools 

that must improve the quality of education services. 

Teachers are the main key to improving the quality of 

education because the important requirements for the 

realization of quality education are if the 

implementation is carried out by educators whose 

professionalism is reliable. Maintaining and striving 

for teachers to have high service quality is absolutely 

necessary, because of the importance of service 

quality factors to teachers in their role in increasing 

educational success. 

  In addition to service quality, many things 

can be seen in several aspects, especially the quality of 

work motivation and leadership of the principal who 

is less transformative. The motivation of teacher work, 

in general, can be summarized in the teacher's 

professionalism in teaching. The teacher's 

professionalism includes things such as First, mastery 

of subject matter. Second, the ability to apply the 

principles of psychology. Third, the ability to organize 

teaching and learning processes. Fourth, the ability to 

adjust to new situations. Formally and professionally 

the task of teachers often faces various problems that 

arise due to various changes that occur in the 

environment of their professional duties. Such 

changes include curriculum changes, renewal of the 

teaching system, the existence of new laws and 

regulations, and so forth. Therefore, the motivation of 

teachers in improving the quality of education services 

is very important. 

In addition to teacher work motivation, the 

quality of madrasah services will certainly also be 

greatly influenced by transformational leadership. 

According to Danim (2009: 50), transformational 

leadership is the ability of a leader to work with and / 

or through other people to transform, optimally 

organizational resources in order to achieve 

meaningful goals in accordance with the desired goals 

of educational goals. Transformational leadership is an 

alternative leadership that can be applied in schools to 

answer the challenges of renewal and aspiration for 

changes that occur in schools, both externally and 

internally. This is the responsibility in the continuation 

of the education and teaching and learning process in 

a madrasahh with all its distinctiveness and uniqueness 

so that the principal's transformational leadership must 

be one factor in improving the quality of education 

services. 

Indeed madrasah spread across Pontianak, 

both private and public, each have their own 

advantages and disadvantages, especially private 

madaras whose facilities are very limited, among the 

advantages of the existence of madrasahh growing 

from community self-help, the characteristics of 

madrasahhs that have a dual curriculum of education 

and learning in the field of religion and in the general 

field so that the combination of science and 

technology and many other advantages including MTs 

Manbaushafa has the advantage of complete facilities 

and Al-Anwar MTs with limited facilities. 

The initial results of the problems in the field 

that service quality in reality in the current madrasah 

include the lack of applying innovation in the 

madrasahh, the motivation of madrasahh teachers to 

do good teaching planning that is still not done so the 

performance is not optimal, some supporting facilities 

such as for science and technology and the 

implementation of the curriculum and the 

implementation of the 2013 curriculum in general are 

still not fulfilled such as science, social studies and 

language laboratories as well as collections of library 

books, skills, meeting facilities, madrasahhh 

headroom, etc. There are still many of the physical 

needs of madrasah whose standard facilities and 

infrastructure are still very limited, and also the 

income of madrasah teachers is still inadequate to be 

able to improve maximum performance as well as the 

lack of expertise obtained by the madrasahh head in 

carrying out their duties and functions many are still 

weak. 

From the above problems, there are still 

many weaknesses caused by the lack of quality of 

services which are not supported by the leadership of 

the head of the madrasah in Pontianak and the 

motivation of teachers to improve education. For this 

reason, the author tries to review how the influence of 

transformational leadership and work motivation of 

the madrasahhh head on the quality of service for 

private MTs teachers in Pontianak. With the hope that 

the problems in this proposal can improve the quality 

of teacher services can improve in accordance with the 

criteria included in the principal's transformational 

leadership and work motivation. 

 

 

 



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II. RESEARCH METHOD 

This study uses a quantitative approach with a 

type of descriptive research The data used in this study 

are quantitative data. "Quantitative data are data in the 

form of numbers or qualitative data that are ranked / 

scoring" (Sugiyono, 2016: 14). Arikunto (2010: 173) 

states "population is the whole object of research".The 

population in this study were all MTs teachers in 

Pontianak, both Civil Servants (PNS) and honorary 

(non-PNS). Based on the characteristics of the 

principal's experience where the teacher works, the 

sampling uses the Simple Random Sampling 

technique. Thus the number of samples in this study 

were 70 teachers. Data collection research was 

conducted by questionnaire and documentation. Data 

were analyzed using descriptive statistics, simple 

regression, multiple regression and partial correlation. 

III. RESULT AND DISCUSSION 

A. Results 
Describing research data is a step that 

cannot be separated from data analysis activities as 

a prerequisite for entering the stage of discussion 

and drawing conclusions from the research results. 

The sample set as many as 70 teachers from 

Pontianak Private MTs have filled out the 

questionnaire submitted. Before filling out the 

questionnaire carried out by the teacher, the 

researcher gave an explanation of how to fill out 

the questionnaire in question. The researcher 

explained that the data to be revealed in this study 

were Service Quality (Y), Transformational 

leadership (X1) and Work Motivation (X2). Then 

from all data obtained, each will find the highest 

and lowest scores, the mean, the standard 

deviation, and the variants. The overall description 

of the basic statistics from the research variable 

data is presented in the following table. 

 

Table I 

Basic Statistical Data of Research Variables 

 
 

1. Quality of Service 
Service Quality (Y) is measured 

using a questionnaire consisting of 26 

questions listed in the appendix. Each item has 

a theoretical score of 1-5, so the range of 

theoretical scores is 78 to 130. From the results 

of data analysis and statistical calculations, the 

lowest score is 89, and the highest score is 127, 

the average score is 115.06 standard deviation 

8.267 and the variance is 68.345 research 

variable service quality after grouped in 5 

(five) scales (very satisfying, satisfying, 

moderate, unsatisfactory, unsatisfactory). 

 

Table II 

Distribution of Service Quality Variable 

 
The service quality score to the teacher in the 

table above is visualized in the form of a 

histogram in the following figure. 

 

 
 

Fig.1 Service Quality Histogram 

 

Based on information from the table and 

histogram above, it can be seen that 0% or as 

many as 0 teachers have unsatisfactory service 

quality, 4.2% or as many as 3 teachers 

categorized as having unsatisfactory service 

quality, 15.7% or as many as 11 teachers have 

moderate service quality, 62% or as many as 

44 teachers have satisfactory service quality 

and 17.4% or as many as 12 teachers have very 

satisfactory service quality. This can be 

interpreted that based on the results in the 

tables and statistical data for the variable 

quality of teachers service is classified as 

satisfactory. 

2. Variables of Transformational Leadership 
(X2) 

Transformational leadership 

variables of the madrasahhh head (X1) were 

measured using a questionnaire consisting of 

26 questions listed on the attachment page. 

Each item has a theoretical score of 1-5 so that 

the range of theoretical scores is 78 to 130. 

Service Quality 



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Based on the results of data analysis and 

statistical calculations, the lowest score is 84, 

the highest 127, the average score is 111.94, 

the standard deviation is 9,798, and the 

variants are 95,997. The score is obtained after 

being grouped into 5 (five) scales (very low, 

low, medium, high, very high). 

 

Table III 

Distribution of Scores on Variables of 

Transformational Leadership 

 
 

 
Fig.2 Histogram of Transformational 

Leadership 

 

Based on the information from the tables and 

diagrams above, it can be seen that 2.85% or 

as many as 2 teachers have very low 

transformational leadership of madrasahhh 

principals, 8.57% or as many as 6 teachers 

categorized as having low transformational 

principals, 28.57% or as many as 20 teachers 

have transformational leadership of the middle 

school principals, 41.42% or as many as 29 

teachers have transformational leadership of 

high principals and 18.57% or as many as 13 

teachers have very high transformational 

leadership. This can be interpreted that based 

on the results in the tables and statistical data 

for transformational leadership variables for 

teachers belong to the medium category. 

3. Work Motivation Variables (X2) 
Work Motivation variable (X2) was 

measured using a questionnaire consisting of 

21 questions listed in the appendix. Each item 

has a theoretical score of 1-5, so the range of 

theoretical scores is 63 to 105. From the results 

of data analysis and statistical calculations the 

lowest score is 66, the highest score is 103, the 

average score is 88.09 standard deviation 

9,476, and the variance is 89,790 research on 

transformational leadership variables after 

being grouped into 5 (five) scales (very low, 

low, medium, high, very high). 

 

Table IV 

Distribution of Scores of Variable 

Transformational Leadership 

 
 

 
 

Fig. 3 Work Motivation 

 

Based on information from the table and 

diagram above, it can be seen that 8.5% or as 

many as 6 teachers have very low work 

motivation, 20% or as many as 14 teachers are 

categorized as having low work motivation, 

31.42% or as many as 17 teachers having 

performance moderate, 21.42% or as many as 

6 teachers have high work motivation and 

18.57% or as many as 4 teachers work 

motivation is very high. This can be 

interpreted that the category of work 

motivation is high. 

Data Analysis Prerequisite Test 

1. Normality test 
The normality test is done to see the 

frequency deviation of the distribution of 

symptoms studied from the normal curve 

theoretical frequency, or in other words to 

determine the normal distribution of service 

quality performance variable scores with work 

motivation. The normality test of the distribution 

of research data using the Kolmogorov - Smirnov 

Transformational Leadership 

Work Motivation 



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Goodness of Fit Test technique. A distribution is 

said to be normal if the P score is greater than 

0.05. Conversely, a distribution is said to be 

abnormal if the P score is smaller than 0.05. This 

distribution normality test uses the assistance of 

Statistical Package For Science (SPSS) computer 

program for Windows version 19. Based on the 

results of the normality test conducted it shows 

the results that the variables in this study have 

abnormal distribution on both service quality, 

transformational leadership variables. This can be 

seen from the normality test that produced 

Kolmogorov - Smirnov for 0,000 with p = 0,000 

(p <0,05) for service quality, p = 0,030 (p <0,05) 

for transformational leadership and work 

motivation variables having normal distributed 

data because p = 0.170 (p> 0.170). 

2. Linearity Test 
The correlation test was conducted to 

determine whether there was a linear relationship 

between the two research variables. Linear 

relationships illustrate that changes in predictor 

variables will tend to be followed by changes in 

criterion variables by forming linear lines. The 

criteria for seeing whether the two variables are 

linearly or not related are as follows: 

a. If the score is P <0.05, then the two variables 
are declared linear. 

b. If the score is P> 0.05, then the two variables 
are declared not linear. 

Calculation of relationship linearity test in this 

study uses the assistance of Statistical Package 

For Science (SPSS) computer program for 

Windows version 19. Based on the results of the 

linearity test of the two variables, it can be seen 

that the linearity is 0,000. Because of the 

significance value of Deviation from Linearity 

0.439> 0.05, it can be concluded that between 

transformational leadership variables on service 

quality to teachers there is a linear relationship 

while the linearity of work motivation variables 

on service quality to teachers is 0.002. Because of 

the significance of Deviation from Linearity 

(0.202> 0.05), it can be concluded that between 

work motivation variables on service quality to 

teachers there is a linear relationship. 

3. Hypothesis testing 
Testing the hypothesis in this test is to 

determine the effect of perception variables on 

transformational leadership (x1) on service 

quality variables to teachers (Y), the effect of 

work motivation variables (x2) on service quality 

variables to teachers (Y), and the influence of 

perception variables on leadership 

transformational (x1) and work motivation 

variables together - the quality of teachers 

services. Correlation value (r) ranges from -1 to 1, 

values getting closer to 1 or -1 means that the 

relationship between two variables gets stronger, 

whereas values close to 0 mean the relationship 

between the two variables is getting weaker. 

a. The Influence of Head of Madrasahhh 
Transformational Leadership (X1) on 

Service Quality to Teachers (Y) 

Based on the normality test, it is 

known that the distribution of data from the 

principal's transformational leadership and 

the quality of teachers service is abnormally 

distributed. Therefore the hypothesis test 

used is Spearmen correlation. The following 

results of the hypothesis testing of the 

Madrasahhh Head Leadership variable (x1) 

on Teacher Service Quality (Y) can be seen 

in the following table: 

 

Table V 

Results of the Correlation Test of 

Transformational Leadership on Service 

Quality to Teachers 

 
 

From Table V the results of the Spearmen 

Rank Correlation test in the output table 

found that the Sig (2-tailed) = 0,000 value 

because the Sig (2-tailed) value <0.05 

concluded that there was a significant effect 

between transformational leadership and 

service quality to the teacher. To see how 

strong the influence can be seen from the 

Spearmen Rank Correlation value and from 

the output table get the value r = 0.700, if 

compared to the table of correlation 

coefficient interpretation above, it can be 

concluded that the strength of the relationship 

is strong and the direction of the relationship 

between variables of teacher leadership in the 

same direction. So, the higher the value of 

transformational leadership the higher the 

quality of teachers service. 

b. Effect of Work Motivation (X2) on Service 
Quality to Teachers (Y) 

Based on the normality test it is 

known that distribution of work motivation 

variables is normally distributed and the 

quality of services to teachers is abnormally 

distributed. Therefore the hypothesis test 

used is Spearmen correlation. The following 

results of the hypothesis testing of the 

Madrasahhh Head Leadership variable (x1) 

on Teacher Service Quality (Y) can be seen 

in the following table: 



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Table VI 

Hypothesis Test Results Correlation of 

Work Motivation to Service Quality to 

Teachers 

 
From the table above the results of the 

Spearmen Rank Correlation correlation test 

results in the output, table found that the Sig 

(2-tailed) value = 0,000 because the Sig (2-

tailed) value <0.05 concluded that there was 

a significant effect between work motivation 

and teacher service quality. To see how 

strong the influence can be seen from the 

Spearmen Rank Correlation value and from 

the output table get the value r = 0.426, if 

compared to the table of correlation 

coefficient interpretation above, it can be 

concluded that the influence strength is 

moderate and the direction of the relationship 

between variables of teacher leadership in the 

same direction. So, the better the work 

motivation of eating the better the quality of 

teachers services. 

c. The Influence of Transformational 
Leadership of Madrasahhh Heads (X1) and 

Work Motivation (X2) together on Quality of 

Teachers Service(Y) 

Hypothesis testing is used to 

determine the effect of the principal's 

transformational leadership and work 

motivation together on service quality to the 

teacher, namely linear regression. The results 

of the analysis with the SPSS program 

obtained the following data: 

Table VII 

Linear Regression Test Results from Effect 

of Transformational Leadership of 

Madrasahhh Heads (X1) and Work 

Motivation (X2) together on Quality of  

Teachers Service (Y) 

 

 

The significance test results are 

shown from the ANOVA output table (b), the 

effect of transformational leadership 

variables and work motivation together on 

teachers service quality shows an F value of 

37,789 with a sig = 0,000. Because the sig 

value is smaller than 0,000 <0,05, meaning 

H0 is rejected, and Ha is accepted or 

significant regression equation. In addition, 

based on the values in the Model Summary 

table, the value of R square = 0.530 is known. 

This means that the variation of the value of 

the Y variable that can be explained by the 

regression model is 72.8% and the rest or 

27.2% variation in the value of the Y variable 

is influenced by variables outside the 

regression model. 

B. Discussion 
Statistical analysis on the results of the 

research described in the previous chapter shows 

findings that are the answers to the formulation of 

research problems. The main problem of this 

research has been answered namely, the 

transformational leadership of the principal and 

work motivation have a significant and positive 

effect on the quality of teachers services. This can 

be taken into consideration for educational 

madrasah, especially Private Islamic Madrasahhh 

in Pontianak in terms of improving the quality of 

teachers services. The next discussion will be 

explained further about the relationship of each 

variable, namely the influence of the principal's 

leadership on the quality of teachers services and 

work motivation on the quality of teachers services 

of the Private MTs in Pontianak. 

1. The relationship of the principal's 
transformational leadership towards teachers 

service quality in Pontianak Private MTs 

The first finding, there is a positive 

and close relationship between 

transformational leadership on service quality 

to teachers. Based on hypothesis test criteria 

Table V, it is stated that the relationship 

between X1 and Y is positively close. From 

the results of testing the first hypothesis, the 

transformational leadership variable of the 

madrasahh head obtained the value of the 

correlation coefficient = 0.700. The 

correlation coefficient is positive, indicating 

that the principal's leadership variable 

contributes to the quality of teachers services. 

The leadership factor of the madrasahh 

principals, in improving the quality of teachers 

service is quite large. Where the components 

of the principal's transformational leadership 

variables include; (1) ideal influence, (2) 

inspiring motivation, (3) intellectual 

stimulation, (4) adapted considerations, (5) 



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assistance in solving problems, (6) results and 

follow-up. 

The contribution of the principal of 

transformational leadership will be very large 

when he gets a positive result, which is the 

beginning of the response of the teachers. To 

improve the quality of service in the 

madrasahh must be taken through the three 

main elements of education in the form of 

input, process, and output. These things are 

closely related to the parties related to the 

implementation of madrasahhs, namely the 

head of the madrasahh as a leader, the teacher 

as an educator. If Madrasahhh Tsanawiyah has 

a good head of madrasahhh transformational 

leadership, it will improve the quality of 

service between the teacher and the principal, 

and it will be better too. 

The quality of service from teachers 

will emerge, in response to the principal's 

transformational leadership and the ability to 

teachers service quality will increase. Quality 

of teachers service will lead to good attitude so 

that the impact will increase commitment to 

the task. 

The quality of teachers service is high 

if the teacher continues to receive service 

through the principal's transformational 

leadership. Thus the positive relationship of 

the principal's transformational leadership 

with the quality of teachers service in 

accordance with the theory put forward. 

2. Motivational relationship to teachers service 
quality. 

The second finding, there is a 

positive and close relationship between work 

motivation and teachers service quality. Based 

on the test criteria for hypothesis table 4.12, it 

is stated that the relationship between X2 and 

Y is positive. From the results of testing the 

first hypothesis, the transformational 

leadership variable of the madrasahh head 

obtained the value of the correlation 

coefficient = 0.425. The correlation coefficient 

is positive, indicating that the principal's 

leadership variable contributes to the quality 

of teachers services. Work motivation factor, 

in improving the quality of teachers service is 

quite large. Where the components of work 

motivation variables are influenced by several 

factors, both internal and external. Which 

includes internal factors are: (1) One's 

perception of oneself, (2) Self-esteem, (3) 

Personal expectations, (4) Needs, (5) Desires, 

(6) Job satisfaction, (7) Work performance 

produced while external factors that influence 

a person's motivation include: (1) The type and 

nature of work, (2) The working group where 

someone joins, (3) The organization where 

people work, (4) The work environment 

situation, (5) Salary. 

This second finding shows the largest 

coefficient of the other two independent 

variables. This is because work motivation is 

a very important factor in building 

responsibility and concern for increasing 

teacher commitment to the task, which is the 

quality of teachers services. Commitment is an 

attitude that is realized. Factor commitment to 

duty greatly contributes to service. Teachers 

who always improve their ability and 

commitment to the task will display good 

service quality. In other words, if the quality 

of teachers services will increase, the teachers 

will try to understand, appreciate and practice 

the teacher's code of ethics, as a manifestation 

of work motivation. A significant positive 

relationship between work motivation and 

teachers service quality, in accordance with 

the theory put forward. 

3. The relationship between the leadership of the 
principal, work motivation together with the 

quality of teachers services. 

The third finding, in this study, stated 

that there is a positive and close relationship 

between the teacher's perception of the 

supervision of the principal, the teacher's 

professional attitude and the independence of 

the teacher's learning together on the teacher's 

performance. Based on hypothesis test criteria 

4.14, it is stated that the relations of X1, X2, 

and Y are positive. From the results of testing 

the third hypothesis the teacher's perception 

variable about the leadership of the principal, 

the work motivation towards the quality of 

teachers services, shows a relationship with 

the value of the correlation coefficient = 0.728 

or 72.8%. This correlation coefficient signifies 

a close and significant positive relationship. 

The size of the contribution given by the 

principal of the madrasahhh, work motivation 

towards the quality of teachers services. 

Improving the quality of the principal's 

leadership, work motivation together will 

support the improvement of the quality of 

teachers services. 

Based on this third finding, it is 

explained that the leadership of the principal, 

motivation provides a positive contribution 

that is quite fundamental in the quality of 

teachers services. There is a positive synergy 

between the principal's leadership; work 

motivation will increase the quality of teachers 

services. The program can improve the quality 

of teachers services is more successful if you 

pay attention to the two variables above. The 

point is the quality of teachers service will be 

high, if transformational leadership factors are 



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well implemented, and work motivation is 

high. 

IV. CONCLUSION 

A. Conclusions 
From the results of research and data analysis that 

has been carried out, it can be concluded that there 

is significant influence between transformational 

leadership of the head of Madrasahhh and work 

motivation on the quality of MTs teachers service 

in Pontianak. The specific conclusions that can be 

drawn by researchers are as follows: 

1. The principal's transformational leadership 
includes aspects of Ideal Influence, 

motivations that inspire, intellectual stimuli, 

and considerations adapted in Pontianak 

Private MTs are categorized as very good. 

2. Work Motivation which includes 
Responsibility in doing work, Achievement 

achieved, Self-development, and 

Independence in acting in Pontianak Private 

MTs is categorized as very good. 

3. The quality of teachers services in Pontianak 
Private MTs is classified as very high or very 

satisfying in terms of customer focus, 

continuous improvement, treating customers 

as partners, fulfilling measures of service 

performance, broader recognition, and 

credibility is trusted. 

4. Transformational Leadership of Madrasahhh 
Heads in MTs in Pontianak has a positive and 

significant influence on the quality of teachers 

services of Pontianak Private MTs. 

5. Work Motivation of the Head of Madrasahhh 
which is measured by the quality of teachers 

services has a positive and significant effect on 

the quality of teachers services. 

6. Simultaneously transformational leadership of 
the principal and work motivation have a 

positive and significant influence on the 

quality of teachers service with considerable 

influence. 

B. Suggestions 
Based on the results of the research and 

conclusions that have been presented, then the 

researcher presents suggestions that might provide 

benefits to the parties involved in the results of this 

study. The suggestions that can be submitted are as 

follows: 

1. Pontianak Private MTs must continue to 
maintain or even improve excellent 

transformational leadership by teachers, 

especially with regard to madrasahhh facilities 

to add insight and more satisfying services. 

2. The quality of teachers service needs to be 
improved so that it can improve 

transformational leadership of the principal 

and work motivation in carrying out work 

activities. 

3. To obtain better study results, it is necessary to 
test again the factors that influence the 

principal's transformational leadership and 

work motivation by adding more independent 

variables. 

4. The results of this study are expected to be a 
reference for further research in the same field. 

 

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