Leadership behaviour of a boarding school in Indonesia


  • Aldo Redho Syam Universitas Negeri Malang
  • Bambang Budi Wiyono Universitas Negeri Malang
  • Ali Imron Universitas Negeri Malang
  • Burhanuddin Universitas Negeri Malang




Leadership behaviour, servant laedership, psychology perspective


Effective leadership will be seen from his exemplary behaviour. Leadership behaviour greatly determine its success in leading an organization and its members, so that the commands and directions given will be carried out as well as possible by its members. The research aimed to describe leadership behaviour of a boarding-school in Indonesia. This study used a qualitative approach with a case study design, and it was conducted in Indonesia, particularly in eight faculties Universitas Darussalam Gontor, Ponorogo, East Java, Indonesia. Data collection techniques in this study were interviews, observation, field notes, and documentation, and to validate the data used a credibility technique. The data validation through the credibility technique was carried out by conducting triangulation, checking members, and improving the persistence and adequacy of reference materials. Research data will be analysed through four interrelated activity pathways, namely: data collection; data condensation; data presentation; and conclusions. Findings of this research were leadership behaviour shows the servant leadership style. Characteristics of leadership behaviour of a boarding-school are leaders who can reflect a visionary personality, firm stand, good listener, empathy, credibility, attention, persuasion, conceptualization, responsibility, calm, commitment, humorous, religious, fair, patient, honest, open, and trust. Leadership behaviour of a boarding-school in Indonesia: an psychology perspective shows melancholy (defensive) and phlegmatic (low profile) attributes.


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How to Cite

Syam, A. R., Bambang Budi Wiyono, Ali Imron, & Burhanuddin. (2022). Leadership behaviour of a boarding school in Indonesia. Pegem Journal of Education and Instruction, 13(1), 100–108. https://doi.org/10.47750/pegegog.13.01.12