Management of Madrasa: an Overview on Principals' Managerial Skills, Supervisors' Coaching Quality and Teachers' Performance

This study aims to describe the quality of principals' managerial capabilities, supervisors' coaching quality, PAI (Pendidikan Agama Islam/Islamic education) teachers' performance in Madrasa Aliyah (equal to senior high school level), and the relationship among those three aspects. The research method used in this study is an explanatory survey that tries to connect each variable. The respondent of the research was 57 teachers of PAI in a madrasa aliyah in Pekanbaru. The data were obtained through questionnaire. To analyze the data, the study used Bivariate correlation, regression, and coefficient of determination test. Having performed the necessary statistical computations, this study found out that principals' managerial abilities, supervisors' coaching quality, and PAI teachers' performance were all categorized into sufficient. Regarding correlation, it has been proven that there was positive correlation between the teachers' performance and principals' managerial abilities, between principals' managerial abilities and supervisors' coaching quality, and between teachers' performance and supervisors' coaching quality. These results imply that there is a need of those three aspects enhancement in madrasa aliyah so that that madrasa can compete with public schools both in academic and non-academic aspects.


INTRODUCTION
Madrasa which is simply defined as an Islamic school, has been started to compete with public school in answering the global challenges (Park & Niyozov, 2008). Among countries with the majority of Muslims such as in the Middle East and South East Asia, the number of madrasas is getting bigger day by day (Bano, 2011). Parents prefer to send their children to madrasa rather WKDQ SXEOLF VFKRROV 0RVW RI WKHP EHOLHYH WKDW PDGUDVD FDQ NHHS WKHLU FKLOGUHQ·V EHKDYLRUV good since the system, including the teachers of madrasa, make Islamic values as their ground to spread the knowledge. So that the moral education in conveyed through Islamic teachings (Suleymanova, 2015). However, it is believed that to certain extent, madrasa is left behind compared to public schools in terms of VXFK DVSHFWV DV WHDFKHUV· SHUIRUPDQFH SULQFLSDOV· PDQDJHULDO DELOLWLHV DQG VXSHUYLVRUV· FRDching quality. As a matter of fact, those three aspects are some of the most important keys to having an educational institution with good quality.
The educational purpose set by an institution should be implemented together by the educational institution and other correlated stakeholders either individual or institutional (Kanji, Malek, & Tambi, 1999). To achieve the goals of education, there needs to be a mature set of works such as careful planning, work organizing, an appropriate and useful briefing, communications, supervision, and evaluation (Stuckey, 2007).
To cope with it, the existence of qualified human resources with the ability to manage well is inevitable. By doing so, those people can create working linkages which seek to achieve a goal that has been set by an institution. It is stated that principals as managers should be willing and able to manage all resources of the school to realize the visions, missions, and goals already set (Wahyudi, 2009). By optimizing managerial skills, the headmasters can build and maintain their WHDFKHUV· SRVLWLYH SHUIRUPDQFH 7KHUHIRUH ZH FDQ XQGHUVWDQG WKDW WKH PDQDJHULDO VNLOOV are needed in carrying out the principal role and functions in order to achieve the goals that have been set.
However, the reality in the field often reveals that the principals are simply clever yet without technical, conceptual, and social skills, as well as managerial skills. In fact, good PDQDJHULDO VNLOOV RI SULQFLSDOV RIWHQ OHDG WR WKH LQFUHDVH RI WHDFKHUV· SHUIRUPDQFH (Botha, 2011). The managerial capabilities of the principal are VWLOO ORZ WKH VNLOO RI SULQFLSDOV· SUREOHP VROYLQJ has not been satisfactory. Also, up to the current administration and managerial concept mastery and regulation-regulation of educational duties relevant to the madrasa seem to have not deeply understood by the headmaster of madrasa. They tend to work out what it is relying on their experiences since the appointed teacher, homeroom, and head deputy of madrasa is appointed by the headmaster of madrasa. Those problems are caused by lack of understanding and skills of managerial of the principals. So that the quality of most madrasa is considered low. One of the most noticeable indicators of the low managerial skills of the madrasa is indicated by the reluctance of the teachers to attend meetings without notifying the school principals and the meeting leaders (Moghadami, 2010).
In line with the importance of managerial abilities of madrasa headmasters to improve WHDFKHUV· SHUIRUPDQFH LW LV DOVR LPSRUWDQW WR LGHQWLI\ WKH VXSHUYLVRUV· FRDFKLQJ WRZDUGV WHDFKHUV as a part of framework for professional performance improvement among the teachers. Then, supervisors as builders who produce educators must be an expert in the field of education, professional and competent in providing oversight to its clients. Supervisory position is very strategic and can affect the overall quality of education (Darling, 2012). Functional and supervisors responsible for the process of learning, education and guidance in the neighborhood of schooling at different level and type of education. Its strategic functions can enhance the learning process and guidance conducted by teachers so that the educational process will take place effectively.
However, up to now a supervisory presence to provide good coaching for the headmater of the madrasa or the teachers are still very low. There are those whose presence just as reviewers and executed only one time in a year; some are only submit evidence of visit to sign some documents, attend meetings, etc. The supervisors often examine learning devices without giving a consistent follow-up regarding the results of their ILQGLQJV &RQVXOWLQJ WKH LVVXH RI WHDFKHUV· classroom is seldom carried out since teachers feel hesitate to convey their problems. Supervisors often consider people who just check without any solution. So their arrival at school not very well-liked teacher. Whereas this stigma should have been changed. The supervisor is a colleague for teachers to find a workaround for what they face either in the classroom or in the preparation of study program (Austin, 2002). The number of schools built by supervisors in some schools are 19 schools. Certainly at odds with the assignment of supervisors according to Law No.74 Year 2008 which is about the number of schools that must be constructed for each high school superintendent to conduct surveillance and build at least five schools and at most ten schools.
It is certainly contrary to how the rule should be implemented. A minimum workload of PAI and madrasa supervisor at the school is equivalent to 37.5 hours hours per week, including assessment, monitoring, mentoring, and tutoring implementation in madrasa. Supervisory awareness and responsibility towards task are expected so much, so that tasks can be implemented as well as possible. Teachers as educational personnel desperately need help of the supervisor. Therefore, the assessment of the performance of the teachers is a thing that needs to get serious attention from his superiors in particular by supervisor. Performance assessment of teachers, is one of the competencies that must be mastered by madrasa supervisor. The competencies belong to dimensions of education evaluation.
At the initial interview on 20 th -26 th of November 2010 which was done to some madrasa in Pekanbaru, it is retrieved information from the madrasa headmaster and its deputy of madrasa curriculum section that in general the performance of PAI teachers: moral teacher, the teacher of Qur'an, the Hadith, Fiqh and teachers of SKI (Sejarah Kebudayaan Islam/history of Islam) madrasa aliyah in Pekanbaru belongs to be still less or low. Low performance of PAI teacher as VHHQ IURP D YDULHW\ RI WKLQJV LQFOXGLQJ WHDFKHUV· SHUIRUPDQFH madrasa aliyah in Pekanbaru are still less or low, annual and semester programs made desultory, material contained in curriculum of RPP (Rencana Pelaksanaan Pembelajaran/lesson plan) was not according to the taeching process, some of them do not carry the curriculum in teaching, many of them just copy paste other WHDFKHU·V FXUULFXOXP 533 WKH\ ZHUH OHVV RYHU PDWter presented, there was late entry to the teacher of the class, there was subject matter that was not taught by the teacher because of running out of time, teachers less understand of using media learning techniques not even use the media of instruction, the allocation of time and attendance of the teachers in the classroom was not fulfilled maximally, and others. Being respect to these issues, this research focuses on the performance of managerial ability, the madrassa headmaster and VXSHUYLVRU·V FRDFKLQJ A similar case is also expressed by the headmaster of secondary education and vocational Education office Depok. Some of the findings obtained, related to the performance of civil servant in Depok include: (a) some teachers did not make the work planning, (b) some teachers were not yet able to operate the computer, (c) some teachers did not follow the seminar regularly, (d) there were obstacles in the strained relations between the teacher and the headmaster because of the limited time (Wulan, 2013).
In accordance with the formula given, then this paper aims to describe: madrasa aliyah headPDVWHUV· quality of the managerial capability, supervisorV· coaching in madrasa aliyah, PAI teachers· performance in madrasa aliyah, the correlation between the madrasa aliyah headmasters· managerial capabilities and teachers· performance, the correlation between supervision and teachers· performance, and the correlation between the headmasters· managerial capabilities, supervisor and teachers· performance.

METHOD
The research used correlational method to find out the relationship between two or more variables without any efforts to influence these variables. There is no manipulation of the variables in this study. The circumstances at the site are inadequate performance of PAI teachers· RI madrasa aliyah in Pekanbaru. The focus of the research is to reveal the influence of the free variables, namely madrasa aliyah KHDGPDVWHUV· quality of the managerial capability and VXSHUYLVRUV· FRDFKLQJ RQ 3$, tHDFKHUV· performance. This research was conducted in madrasa aliyah in Pekanbaru. There are nine names of madrasa aliyah which are presented in Table 1 Data required to fulfill this study were collected by questionnaires. Questionnaires to obtain data about the madrasa aliyah PAI WHDFKHUV· managerial, supervisory and coaching ability in Pekanbaru. The questionnaires used was Likert scale with five alternative answers, namely strongly agree, agree, somewhat agree, disagree and strongly disagree. The questionnaire was distributed to 57 PAI teachers· who have been designated as research respondents. To measure each item of each indicator, both the independent variable indicator and the dependent variable indicator were used closed questions using the same scale and then assigned weight according to their intensity. The questionnaire instrument has been qualified as a valid and reliable data collection tool through instrument testing.
Interview was used to obtain data from the headmaster RI PDGUDVD·V PDQDJHULDO DELOLW\ related to the ability RI KXPDQ UHODWLRQV VXSHUYLVRU·V FRDFKLQJ DQG 3$, WHDFKHU·V performance in the learning process. Its techniques were used in order to strengthen the data obtained through questionnaires. It was conducted to the headmaster of madrasa as many as 9 (nine) people and 11 (eleven) madrasa supervisors.
There are two ways of analysis applied, namely the analysis of non-statistical tests and statistical tests. The nonstatistical test were used to describe the data for each variable into categories, such as high, medium and low. For the purposes of data analysis in understanding good relationship for each independent variable or variables, this study undertakes the independent Bivariate, regression coefficient, and double determination tests.

The Quality of Madrasa Aliyah HeadPDVWHUV· Managerial Capability
Indicator of madrasa aliyah headmaster managerial skill refers to planning, organizing, acting, and supervision. Percentage of achievement of each indicator can be seen in Table 2. The level of achievement of managerial capability of madrasa aliyah's headmasters in general average is 71.14%. This percentage is categorized as sufficient as well. This means that from the points of view of managerial skills such as planning, organizing, and monitoring, they appear to have just enough level which needs to be upgraded to a better level. Meanwhile, the results of interviews with them has resulted information that in general they have not been able to provide excellent service to teachers. According to them, there needs to be coaching to improve the relationship between the headmaster of madrasa and teachers, in order to establish good communication between them. To achieve good managerial duties, headmasters should take three skills into consideration namely technical, human, and conceptual skills. In order for the headmaster of the madrasa to effectively perform their functions as managers, they must understand the values contained in the three skills above and are able to bring them into action or behavior. The values contained in the technical skills are (1) the knowledge of methods, processes, procedures, and techniques for carrying out specific activities and (2) the ability to utilize and utilize the means, tools needed to support such special activities. The values embodied in human skills are the abilities to:(1) understand human behavior and cooperation processes, (2) understand other people's attitudes and motives, why they say and behave, (3) communicate clearly and effectively, (4) create effective, cooperative, practical, and diplomatic cooperation, (5) capable of acceptable behavior. The values contained in the conceptual skill are the abilities to: (1) apply rational thinking, (2) perform skillful in various conceptions, (4) analyze the various events as well as the understand the various tendencies, (5) anticipate command, and (6) recognize and understand a social problem (Robbin, 2003).
To manage process of educational programs in Islamic educational institutions should reflect the values set forth in the Qur'an and hadith. For example Surah An-Nahl verse 90 suggests that managers should be fair and wise in planning educational process.

The Quality of Supervisors· Coaching In Madrasa Aliyah
Indicators of counseling by supervisors in this study is to give: direction to the teacher, guidance how to do activities, examples of activities, and suggestions for activities. Percentage of achievement of each indicator can be seen in Table 3. The average achievement level of supervisor of madrasa supervisor is 68,8%. The level of achievement belongs to enough category. This means that in general, the supervision of madrasa aliyah supervisors in Pekanbaru needs to be upgraded to a better level. This low achievement of supervision by supervisors is supported by result of interviews with madrasa supervisors. The supervisors complained about the volume of work they were performing. The number of madrassas they supervised was about a dozen in number, some of them even more than 20 madrassas. Another obstacle experienced by the supervisorV· role is the distance of the madrassas far from each other, so the presence of supervisors to provide guidance, guidance, examples, and suggestion was very limited. Other problems concerned supervisors who had no teacher background. They hope that the policymakers will fix the problem.
The main function of educational supervision is to improve WHDFKHUV· professional performance quality and to improve the process of learners' learning outcome quality (Decree of the Minister of Justice of the Republic of Indonesia No. 020/U/1998). Meanwhile, PAI supervisors in school belong to ministries of education and culture and in madrasa they belong to religious ministries. In madrasa context, they help teachers to improve the management of PAI. The Performance of Madrasa Aliyah·V 7HDFKHU LQ 3HNDQEDUX Indicators of madrasa aliyah PAI WHDFKHUV· SHUIRUPDQFH in this research refer to the quality of work speed and accuracy, initiative skills and communication skills. Percentage of achievement of each indicator can be seen in Table 4. The average level of achievement of teacher performance as a whole is 75.66%. So in general their performance is in enough category. However, indicator of their workability in madrasa aliyah in Pekanbaru still need to be improved. While the achievements of other indicators of work quality, speed and accuracy of work, and the communicate ability is good and needs to be maintained. Data of teacherV· performance above is further clarified from the results of interview with headmaster of madrasa aliyah in Pekanbaru. The results of the interviews indicated that there were still many teachers that needed to be improved especially in the learning activities. Aspects of learning activities that must be addressed was their ability to sharpen their teaching materials, approaches, methods, learning strategies, media, and assessment. Their performance improvement can be done by themselves by continuing their study to a higher level. If their qualification is higher then their existing quality, their performance will increase and the quality of the process will be better so that the student output will be more qualified.
According Mulyana (2007) WHDFKHUV· SHUIRUPDQFH LV WKHLU OHDUQLQJ VXFFHVV in the classroom. Their success can be viewed in two ways: 1) the process: they are said to be successful if they are able to involve the majority of students physically, mentally and socially in the learning process, as well as their spirit and confidence in classroom teaching; 2) results: they are said to VXFFHHG LI WKH\ DUH DEOH WR FKDQJH WKHLU VWXGHQWV· EHKDYLRU WRZDUGV WKH mastery of good basic competence. Performance refers to the level of working achievement that set employee job. It reflects how well employees work. It is often misinterpreted as an effort that reflects the energy released. It is measured in terms of results (Simamora, 2004).
In Islam perspective, to work is highly recommended. Surah al-Kahf verses 87-88 and Surah al-Zalzalah verses 7 -8 suggested the man to work and perform well. Each individual should be good performer. If a person's performance is good then he will get reward from God, and if his performance is not good then He will punish the man.

7KH &RUUHODWLRQ EHWZHHQ WKH 3ULQFLSDOV· 0DQDJHULDO $ELOLWLHV DQG 7HDFKHUV· Performance
The proposed hypothesis is: there is no relationship between madrasa KHDGPDVWHUV· managerial capability and teacher performance in delivering PAI. The results of statistical calculations using product moment correlation through the help of Microsoft Excel program showed results as listed in Table 5. The statistical computation reveals that the r(cal.) = 0.772 and r(table) = 0.266. The value of r(cal.) > r(table), thus the null hypothesis (H0) of this study is rejected. It means that there is a significant relationship between the managerial abilities of the headmasters and WHDFKHUV· performance. Furthermore, the determination of the coefficient of magnitude obtained is 59.5%. This suggests that the managerial capabilities of the headmasters have contributed to the WHDFKHUV· SHUIRUPDQFH LQ 3HNDQEDUX with the record of as high as 59.5%.
Based on the above results, it is shown that there is a significant relationship between managerial capabilities and the variable of teachers· SHUIRUPDQFH. The results of this study show that there is positive relationship between the perception of managerial skills of the headmasters DQG WKH WHDFKHUV· SHUIRUPDQFH The headmasters of madrasa are the leaders who at the same time drive personnel in carrying out the principal madrasa tasks and their functions. They have a duty to move all resources at the madrasa so they can be harnessed to their full potentials to achieve the goals that have been set (Parker & Raihani, 2011). Their role and function influence teachers· SHUIRUPDQFH in madrassa including their behaviors in doing their jobs. Therefore, it is suggested that they can drive and guide teachers in madrasa to carry out the mission referring to the policies made by the madrasa headmasters.
Kusnan, (2007) states that managerial capabilities are strategic and important for headmasters. They serve as the framework of the quality improvement and progress of their madrassa. They should be combined with good skills, interpersonal skills, as well as the ability of an adequate conceptual mastery. They are expected to be possessed by the headmaster of the madrasa to drive the entire potential of the madrassa so that they can increase the quality of the professional performance of teachers in madrasa. +DYLQJ D TXDOLILHG WHDFKHUV· SHUIRUPDQFH, madrasa will deliver teaching and learning processes at its best. It is confirmed that, in carrying out a variety of management functions, leaders needs to pay attention to the basic principles of management that include: the division of labor to delegate their responsibility, discipline, unity of command, unity of direction, priority of organizational interests than on personal interests, achievement grant, orderly alignment, fair, stability in serving, initiatives, and the spirit of the group. Those basic principles relied upon their managerial practice.
In addition WKH OHYHO RI SHUIRUPDQFH·V TXDOLW\ RI WKH WHDFKHUV LQ WKH PDGUDVD LV DIIHFWHG by several factors, either internal factors of the teachers or external factors. The external factors such as facilities, regulations, applicable policies to managerial and leadership qualities, the headmasterV RI WKH PDGUDVD DQG RWKHU HQYLURQPHQWDO FRQGLWLRQV 7KH OHYHO RI SHUIRUPDQFH·V quality of these teachers will determine the quality of graduates as well as the achievement of the overall success of the madrasa.

The Correlation between the Supervision &RDFKLQJ DQG 7HDFKHUV· 3HUIRUPDQFH
The hypothesis in this study is: there is no relDWLRQVKLS EHWZHHQ KHDGPDVWHUV· Vupervision coaching and PAI teachers· performance. The results of statistical calculations using product moment correlation through the help of Microsoft Excel program showed results as listed in Table 6. Relationship of VXSHUYLVRUV· FRDFKLQJ DQG WHDFKHUV· SHUIRUPDQFH are also positive. This is in line with a study in Pennsylvania proving that good supervision often leads to an increase of performance of teachers, especially novice ones (Higgins, Morton, & Wolkenhauer, 2018). The UHVHDUFK LQIRUPV WKDW WKHUH LV D VLJQLILFDQW UHODWLRQVKLS EHWZHHQ YDULDEOHV RI VXSHUYLVRUV· FRDFKLQJ DQG WHDFKHUV· SHUIRUPDQFH The results of this study shows that, there is a positive UHODWLRQVKLS EHWZHHQ WHDFKHUV· SHUFHSWLRQ DERXW WKH VXSHUYLVRUV· FRDFKLQJ ZLWK WKH SHUIRUPDQFH of teachers. Based on data obtained performance turned out to be the teacher belongs to both. The teachHUV· SHUIRUPDQFH RI DQ HYDOXDWLRQ FULWLFLVP RU VXJJHVWLRQV IURP YDULRXV SDUWLHV 2QH of them is because of the influence of observation. According to Purwanto (2004) supervisors are responsible to carry out a planned coaching activities to help teachers and other employees of the madrasa in doing their jobs effectively. They should be able motivate teachers to cope with their problems when they have ones. They should take into consideration WHDFKHUV· competence, personality and need. They are expected to motivate teachers who did not display competence of personality, show themselves as honest individuals, did not show good characters, and do not set an example for the students and their community. In this context, they should be the ones that teachers trust.
Coaching function is not just the responsibility of the supervisors. This function should also be implemented by headmasters of the madrasa and other stakeholders. In other words it belongs to every stakeholder. Since it helps madrasa to create good management, outsiders such as parents and community leaders should play an important role in a good school management. A method namely participative management (PM) is proven to be effective to implement in schools in South Africa (Mokoena, 2012).
Madrasa headmaster should collaborate with madrasa supervisors to implement joint teachers· VXSHUYLVLRQ LQ madrasa. They conduct the direct supervision to teachers since they are also responsible in educating their teachers. When supervisors and headmasters of the madrasa collaboratively conduct these tasks, rest assured the professionalism of teachers will continue to increase. As a result, the competence and task that teachers should perform will be guaranteed. However, many madrasas in Indonesia might have not implemented this well. This is due to various reasons, such as inadequate supervisory tasks of madrasa and less responsibilities in madrasa management to fulfill duties. The role of headmasters in madrasa is crucial and paramount in leading madrasa to achieve their goals, in determining the direction and policies of education. performing as ruler, headmasters of the madrasa are the one who determine factors that can encourage madrasa to embody their vision, mission, goals and objectives (Park & Niyozov, 2008).

7KH &RUUHODWLRQ DPRQJ 0DGUDVD +HDGPDVWHUV· 0DQDJHULDO $ELOLWLHV 6XSHUYLVRUV· &RDFKLQJ DQG 3$, 7HDFKHUV· 3HUIRUPDQFH
The hypothesis in this study is: no relationship among managerial ability, supervisory development and PAI teacher·V performance in madrasa aliyah in Pekanbaru. Based on the results of statistical calculations using product moment correlation through the help of Microsoft Excel program showed results as listed in Table 7 Based on the results of the study, it is indicated that there is a significant relationship among the managerial capabilities of the headmasters of the madrasa, coaching by supervisors, and performance of the PAI teachers. Research carried out by setting the managerial skills of principals and supervisory coaching ability as independent YDULDEOHV DQG WHDFKHUV· SHUIRUPDQFH as dependent variable is interesting to be examined. A descriptive analysis performed in this study shows that the categories of managerial and supervisory coaching ability in general position are low. Similarly on a variable performance, namely through the same analysis (descriptive), the authors also found that performance level teachers madrasa aliyah in Pekanbaru belongs to the medium. This fact generally has a close relationship between the three variables that were analyzed previously. This is reinforced again with the research results show that hypothesis put forward in the study is accepted.
Supervisors, the headmasters of the madrasa, and teachers should have standardized competencies according to Regulation No. 19 Year 2005 about educational standards. This regulation gives the direction of the need for structure and implement 8 (eight) education standards, which include: (1) standards of contents; (2) standards of process; (3) the standards of competency of graduates; (4) standards of educators and educational personnel; (5) the standard facilities and infrastructure; (6) standard of management; (7) financing and evaluation standards. Because of its trustees, the headmaster of the madrasa, and teachers are the three elements that play an active role in schooling. Teachers as performer of learning that directly face to face with the students in the classroom, and trustees as well as the principal are player of the education is in the execution of the task. Supervision and managerial education that encompasses three aspects namely supervision, controlling and educational inspection (Busher & Harris, 1999).
To improve the quality of education, teachers and headmasters must do basic tasks and functions according to demands of competences of teachers, supervisors or principals stated in education standards and Regulation of The Ministry of National Education of Republic of Indonesia No. 12, Year 2007 about supervisors. Teachers are guarantors of the quality of education in classrooms, while the supervisors and principals of the school are the guarantors of the quality of education in the region more broadly. In the current era of regional autonomy, schools must be changed in the direction which corresponds to the demands of the time. In relation with this, autonomy in schools is revealed to be able to enhance the performance of either individuals or the system implemented in schools (Eskeland & Filmer, 2007;Hahn, Choon, & Yang, 2018;Steinberg & Cox, 2016;Wang & Chan, 2015).
In this study, the findings that have been analyzed are as follows: the better managerial abilities and the coaching supervisory gets, the better the performance of PAI teachers is. The coefficient of correlation between the two variables is independent and dependent variables are acquired for 0.640 give meaning to the managerial capabilities of the contribution and the construction supervisor on performance PAI teacher of 40.90%. That means managerial and supervisory coaching influence is large enough to increase the 3$, WHDFKHU·V SHUIRUPDQFH The results of this research are the same as the results of the study by Bandura (1986) which explains the stronger business processes give oversight (including managerial abilities) are increasingly producing specific outcomes and value as expected. The process gave the surveillance encourages the formation of motives of achievement. The aspect of giving supervision provide a sense like a social pressure of behavior. The measures the ability of oversight into efforts made by someone generating a certain behavior.
The above findings still need the support of other research about aspects of motivation, hope and incentive capabilities that support individual morale. In the same study, Bandura (1986), concluded that the higher expectations (expectancy valence) felt by the individual, the greater scrutiny of the individual concerned to perform the activity.
The skills headmasters of the madrasa can affect the performance of teachers to the level of 88.3%. This percentage rate is very high when compared to other variables (which merely reaches 16.7%) Sumanto (2005). In the same vein, Sumanto (2005) also states that there are several factors that can affect the performance of the teachers; one of which is the managerial abilities of the headmasters. The managerial ability and work motivation of the madrasa headmaters influence on the performance of teachers. According to him the influence is as high as 54.5% (Karweti, 2010).
The frequency of the managerial and supervisory coaching by a manager depends on the principles and models of leadership that they (the headmasters) hold onto. The better the managerial ability and coaching supervision performed, the higher performance levels of the teachers will be. The leadership of a manager who embraced the model of transformational leadership often emphasize the leadership through the intrinsic potential for development supervision (performance) of his retainers.
Further, Bandura (1986) explained that the monetary incentive (incentives in the form of money) have a value of supervision is high because the money could be used to meet all needs, such as commodities, property, services, health, certain rights, even social influence. Managerial ability and supervision of the more popular through the ability of these incentives is called pieceor rate incentive provided as a means to improve the performance of the work.

CONCLUSION
The managerial capabilities of the headmasters of the madrasa, in statistical computation is reflected through the average percentage achievement of 71.14%. It is then categorized as sufficient. The average percentage achievement of coaching performed by the supervisors is 68.8%, meaning that their coaching quality is also categorized sufficient as well. The average percentage achievement RI 3$, WHDFKHUV· SHUIRUPDQFH LV 78.98%. This, again, belongs to sufficient category. There is a significant relationship between the managerial capabilities of the headmasters of madrasa and performance PAI teachers. This is evidenced by the figures tally with the correlation value r(cal.) = 0.772 which is greater than the value of r(table) = 0.266. The FRUUHODWLRQ DPRQJ SULQFLSDOV· PDQDJHULDO DELOLWLHV WHDFKHUV· SHUIRUPDQFH DQG VXSHUYLVRUV· coaching quality falls in the category of strong. However, the contribution of the headmasters RI PDGUDVD·V PDQDJHULDO VNLOOV WRZDUGV 3$, WHDFKHUV· SHUIRUPDQFH LV The r (cal.) = 0.654 which is greater than the value of r (table) = 0.266 indicates that there is a significant relationship DPRQJ WKH WKUHH DVSHFWV ,Q WKH PHDQWLPH WKH FRQWULEXWLRQ RI WKH KHDGPDVWHUV· PDQDJHULDO VNLOOV DQG WKH VXSHUYLVRUV· FRDFKLQJ WRZDUGV WKH SHUIRUPDQFH RI 3$, WHDFKHUV LQ madrasas aliyah in Pekanbaru is 64.6%. From the above calculation it can be concluded that in terms of correlation, it has been proven that there was positive FRUUHODWLRQ EHWZHHQ WKH WHDFKHUV· SHUIRUPDQFH DQG SULQFLSDOV· PDQDJHULDO DELOLWLHV EHWZHHQ SULQFLSDOV· PDQDJHULDO DELOLWLHV and VXSHUYLVRUV· FRDFKLQJ TXDOLW\ DQG EHWZHHQ WHDFKHUV· SHUIRUPDQFH DQG VXSHUYLVRUV· FRDFKLQJ quality. These results implies that there is a need of those three aspects enhancement in madrasa aliyah so that madrasa can compete with public schools both in academic and non-academic aspects.