KEPEMIMPINAN SPIRITUAL DALAM MEMBANGUN MORAL DAN MOTIVASI INTRINSIK GURU DI SEKOLAH ISLAM

Abstrak

Penelitian ini bertujuan untuk mengkaji secara konseptual peran kepemimpinan spiritual dalam membangun motivasi intrinsik dan integritas moral guru di sekolah Islam melalui integrasi Self-Determination Theory (SDT). Kajian ini dilatarbelakangi oleh menurunnya makna kerja dan moralitas guru akibat dominasi kepemimpinan birokratis yang kurang memperhatikan dimensi spiritual dan kebutuhan psikologis pendidik. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif berbasis studi literatur terhadap teori kepemimpinan spiritual, SDT, serta hasil penelitian empiris yang relevan dengan konteks pendidikan Islam. Hasil kajian menunjukkan bahwa kepemimpinan spiritual yang berlandaskan nilai tauhid, kasih altruistik, dan visi transendental mampu menciptakan lingkungan kerja yang bermakna dan memenuhi kebutuhan otonomi, kompetensi, serta keterhubungan sosial guru. Pemenuhan kebutuhan psikologis tersebut mendorong tumbuhnya motivasi intrinsik yang berkelanjutan dan berimplikasi pada penguatan integritas moral serta komitmen spiritual guru. Penelitian ini mengajukan model konseptual hubungan kepemimpinan spiritual → motivasi intrinsik → integritas moral sebagai dasar pengembangan kepemimpinan sekolah Islam yang bernilai spiritual, humanistik, dan berkelanjutan.

This study aims to conceptually examine the role of spiritual leadership in fostering teachers’ intrinsic motivation and moral integrity in Islamic schools through the integration of Self-Determination Theory (SDT). The study is motivated by the declining sense of work meaning and teacher morality resulting from bureaucratic leadership practices that overlook spiritual dimensions and teachers’ psychological needs. A descriptive qualitative approach was employed through a literature review of spiritual leadership theory, SDT, and relevant empirical studies in the context of Islamic education. The findings indicate that spiritual leadership grounded in the values of tawhid, altruistic love, and a transcendent vision is able to create a meaningful work environment that fulfills teachers’ needs for autonomy, competence, and relatedness. The fulfillment of these psychological needs promotes sustainable intrinsic motivation and contributes to the strengthening of teachers’ moral integrity and spiritual commitment. This study proposes a conceptual model illustrating the relationship between spiritual leadership, intrinsic motivation, and moral integrity, highlighting its implications for developing value-based, humanistic, and sustainable leadership in Islamic schools.