SITUATIONAL LEADERSHIP AT ISLAMIC BOARDING SCHOOL IN CENTRAL LAMPUNG REGENCY, INDONESIA

This study to analyze at in This study is a descriptive study the data had been collected from The data were collected through interviews, observations, and documentation. A triangulation technique had been performed on the data and followed by data analysis (data reduction, data presentation, and concluding). The analysis revealed that the situational leadership on the Telling, Selling, Participating, and Delegating dimensions have been implemented. the four the Delegating dimension has The results of Vicky AchmadZulfikar's research (2019) prove that the delegative leadership approach can be more productive at the work level and LMX to increase achievement motivation while increasing the ongoing commitment. El Zein (2019) discovers that delegative leadership will bring prosperity to the organization, increase productivity, and foster employee motivation. Schriesheim et al. (1998) state that delegative leadership can improve employees’ performance and satisfaction. Aziz's research (2020) proves a positive relationship between delegation and the autocratic leadership style. There is a positive relationship between the degree of delegation and the Laissez-Faire leadership style. Yi-Gean Chen (2017) reveals that delegative leadership can effectively improve the teaching performance of boarding school administrators and caregivers. at and BaitulMustaqim Islamic Boarding the boarding schools’ leadershave four situational dimension of situational schools’ leaders and caregivers of with full without any the not in with Hersey and Blanchard’s theory. At the boarding schools, the Delegating dimension of situational leadership is given to caregivers and administrators with high levels of motivation and performance (R4) and capable employees but not believe in their leadership style and levels of and effective for people with high levels of ability but poor self-confidence. delegative to effective, the boarding school it with consultative and participatory

Islamic boarding schools as Islamic dawah institutions adopt a pluralistic point of view. Islamic boarding schools are religious institutions that provide moral guidance, dawah, and Islamic education. They are institutions that experience conjunctions and the romance of life in facing internal and external challenges. However, a rigid leadership style still can be found since they maintain old traditionsthat remainsophisticatedin dealing with external problems. This study aims to analyze situational leadership at Islamic boarding schools in Central Lampung Regency. This study is a qualitative descriptive study that the data had been collected from the boarding school leaders, caregivers,administrators, and the students. The data were collected through interviews, observations, and documentation. A triangulation technique had been performed on the data and then followed by data analysis (data reduction, data presentation, and concluding). The analysis revealed that the situational leadership on the Telling, Selling, Participating, and Delegating dimensions have been implemented. However, from the four dimensions, the Delegating dimension has not been fully implemented. Besides, the delegating dimension is given to the caregivers and administrators with an M4 maturity level and given to the M3 maturity level. Of the four dimensions, the participating dimension is more widely implemented.

…………………………………………………………………………………………………….... Introduction:-
Islamic boarding schools are Islamic dawah institutions that adopt a pluralisticpoint of view. They can be seen as ritual institutions, moral fostering institutions, dawah institutions, and most importantly, Islamic educational institutions that experience conjunctions and the romance of life facing external and internal challenges. Islamic boarding schools must improve their quality, and at the same time, update their management and educational model to play an educational role in providing quality human resources (Umiarso, 2011: 6). As surviving educational institutions, Islamic boarding schools have opened themselves up with various very strict deliberations by their leaders. They also implement innovative management assisted by more effective leadership strategies.

ISSN: 2320-5407
Int. J. Adv. Res. 9(04), 392-400 393 However, in this modern era, Islamic boarding schools face new challenges due to globalization and modernization. It seems that theIslamic boarding schools are indigenous (Madjid, 1997: 3) are having a hard time responding to the demands of the times marked by the rapid changes of all sectors. Some Islamic boarding schools still rigidly maintain their old tradition, which they consider sophisticated (Madjid, 1997: 114) in dealing with external problems.
This rigiditycomes from the Islamic boarding schools' leadership aspects which are uncertain and hierarchical leadership-centered (Wahid, 2000: 139).Like a kingdom, hierarchically, the Kiai's leadership throne will be handed over to the first son to be continued to the next generation. Islamic boarding schools are similar to a small kingdom where the Kiai is the definitive source of power and authority in life and boarding schools. Moreover, other parties are treated as complements and rarely allowed to manage the Islamic boarding schools (Dhofier, 1997: 56).
This singular absolute power makes personal domination too great. This kind of pattern will give birthtoauthoritarian management implications. Reformation is a tricky thing to do because it depends on the attitude of the Kiai (Madjid, 1997: 114). Also, it is tough to deal with the complexity of the problems faced by Islamic boarding schools since such authoritarian leadership disrupts the sustainability of Islamic boarding schools in the future (Djauhari, 2003: 57). Thecharismatic-individualistic leadership pattern of the Kiai is considered less conducive and prospective in facing modernization. It cannot be denied that Islamic boarding schools will be prone to extinction. Manypopular Islamic boarding schools suddenly disappeared after the Kiai died because the Kiai did not regenerate properly to sustain the Islamic boarding schools' lives. Internal problems, the absence of initiative from the successors to work together as a team, and exclusivity make Islamic boarding schools unable to maintain their existence.
However, a different phenomenon occurs in the Walisongo Islamic Boarding School, RoudlotusSholihin Islamic Boarding School, and the BaitulMustaqim Islamic Boarding School in Central Lampung Regency. After the death of the boarding school leaders or Kiai, only three Islamic boarding schools could survive and progress rapidly. The leaders of the three Islamic boarding schools who have passed away have been replaced by their sons to take over the leadership of the Islamic boarding schools.
In general, there was a decline in quality and the number of students after the death of the Kiai; some even closed. However, the decline does not occur at three large Islamic boarding schools in Central Lampung Regency, namely the Walisongo Islamic Boarding School, RoudlotusSholihin Islamic Boarding School, and BaitulMustaqim Islamic Boarding School. They do not experiencea decrease in quality, but rather a very rapid development in all fields, especially the Islamic boarding and leadership strategy management strategy. The administrators, school principals, students, and even the surrounding community state that the boarding schools are well managed under the new leadership patterns.
Based on interviews with several caretakers of the Walisongo Islamic Boarding School, RoudlotusSholihin Islamic Boarding School, and BaitulMustaqim Islamic Boarding School in Central Lampung Regency, the leadership changesthe leadership patternto improve the quality of the Islamic boarding schools. The leadership patterns that have initially been relatively rigid and based on policy decisions on past experiences have been turned into a situational leadership pattern that prioritizes adaptation and flexibility in finding new solutions and strategies for the future of the institutions.

Research Method:-
This study employed a descriptive qualitative approach. The study sites were Islamic boarding schools in Central Lampung Regency, Lampung Province, namely Walisongo Islamic Boarding School, RoudlotusSholihin Islamic Boarding School, and BaitulMustaqim Islamic Boarding School. The data sources were selected purposivelythrough snowball sampling. The data were collected from the boarding school leaders, boards and management of the boarding schools, and the students. Interviews, observation, and documentation were conducted to collect the data. The data analysis technique used was done inductively by analyzing the data obtained to develop specific relationship patterns. To ascertain the data validity, triangulation was used.

Results and Discussion:-ResearchFindings
Thefirstfindingof this study is about situational leadership in thetelling dimension indicators. The leaders provide clear assignment directions at Islamic boarding schools in Central Lampung Regency. The directions are given to employees with the following characteristics: (1) experience in carrying out the assigned task, (2) not sure of his/her abilities, (3) low working motivation, (4) working if someone is supervising, and (5) carrying out tasks by not followingthe set standards. The boarding school leaders perform their leadership by (1) giving details about what, how, when, and where to carry out these various tasks, (2) supervising the implementation of tasks to match the instruction, (3) providing guidance and continuous direction, (4) establishing work standards and work success, (5) appreciating work results, and (6) listening to and helping to find solutions to complaintsand problems faced by the caregivers and administrators of the boarding school.
These findings are relevant to the opinion expressed by Don Hellriegel (2011: 304) that employeeswith poor work preparedness due to inadequate ability and experience need the Telling dimension of situational leadership. Sutarto (1991: 106) states that if employees are slow at work, lack experience, frequent refusals of orders, the Telling dimension of situational leadership is an effective technique. Another opinion also states that if the employees face complicated tasks, lack experience and motivation, then the Telling dimension of situational leadership must be carried out by the leader (Ramadhan, 2004: 22). Hersey and Blanchard (1996: 201) also emphasize that employees with less working experience and low motivation need the Telling dimension of situational leadership. DjokosantosoMoeljono (2003: 33) also argues that the Telling dimension of situational leadership is appropriate for new employees with limited experience, motivation, and confidence. Saleem (2020) supports the findings of this study that the Telling dimension of situational leadership influences the boards and administrators of Islamic boarding schools' performances. Choughri et al. (2017) also found that the Telling dimension of situational leadershipaffects employee productivity in hospitals. Furthermore, Dwiyani and Sarino (2018) also found that the leaders of boarding schools who practice situational leadership positively influence the caregiver and management of the boarding school. RiaIkaRahmawati (2020) also found that the Telling dimension of situational leadership practiced by the leaders of Islamic boarding schools by explaining the duties in detail to the caregiver and management of the Islamic boarding school can improve the performance of the school administrators and administrators for the better. The second finding is that the Selling dimension of situational leadership has been well implemented. The indicators of the Selling dimension of situational leadership arethe leaders assign tasks and responsibilities to employees and support the employees in doing their duties. The selling dimension is implemented to the employees with the following characteristics: 1) lack of understanding of the assignment given, 2) do not have experience with the assigned task, 3) have work motivation, 4 ) have a work commitment, and 5) have a high responsibility. For this kind of employees, the leaders of the Islamic boarding school carry out their leadership by 1) explaining the tasks given, 2) giving directions, 3) providing opportunities to ask questions (consulting), 4) providing guidance, education, and training, 5) fulfilling the needs in carrying out tasks, 6) improving direct communication and interaction, and 7) promoting continuous monitoring and control.
Furthermore, the second finding in this study is relevant to the opinion expressed by Ramadhan (2004:   The third finding of this study reveals thatthe Participating dimension of situational leadership in Islamic boarding schools in Central Lampung Regency has been implemented well.This dimension is implemented to employees with the following characteristics: 1) competence in the area of responsibility, 2) committed to the institution, 3) disciplined and responsible, 4) always refuse to be given personal responsibility, 5) not sure of his/her abilities, and 6) lack of competitive enthusiasm. For this kind of employees, the leaders of the boarding school performtheir leadership by 1) asking the employees for their inputs and responses in every decision or policymaking, 2) providing verbal and nonverbal motivation, 3) making decisions or policies based on the results of deliberation and mutual consensus, 4) actively involved in every existing activity, 5) providing transparent administration, 6) open to suggestions and criticism, 7) holding work performance competitions, 8) recognizing and rewarding efforts and hard work, and 9) developing employees' ideas and creativity.
The third finding of this study is relevant to the opinion expressed by Hersey and Blanchard (1996: 204) that the Participating dimension of situational leadership is used when the employees are capable but unwilling to make the leaders'request. Moejiono (2003: 33) also argues that the Participating dimension of situational leadership will create a pleasant atmosphere and provide opportunities for employees to develop. Furthermore, Moeljono (2003: 34) also reveals that the Participating dimension of situational leadership is appropriate if an employee work more thanother employees, has strong motivation, and has expertise and experience.
Bell and Mjoli (2014) reveal the effect of participatory leadership on the organizational commitment that participatory leadership has a different effect between the two gender groups and positively influences organizational commitment. For male employees, participatory leadership has a significant positive effect on values. However, for female employees, participatory leadership has a significant positive effect on effort. Furthermore, participatory leadership has a significant positive effect on total organizational commitment for both gender groups.
Another relevant studyis conducted by Usadolo (2020). He examines the role ofthe three participatory leadership dimensions experienced by agricultural extension agents. A cross-sectional survey on 189 agricultural extension agents from four provinces in South Africa was analyzed using regression analysis. As hypothesized, the results suggest that participatory leadership influences the three dimensions of engagement.
Based on the findings and relevant research results, it can be concluded that the Participating dimension of situational leadership in the Islamic boarding school in Central Lampung Regency has been carried out properly following thecharacteristics of the people they lead. The characteristics are: 1) competence in the area of responsibility, 2) committed to the institution, 3) disciplined and responsible, 4) always refuse to be given personal responsibility, 5) not sure of his/her abilities, and 6) lack of competitive enthusiasm. Leaders of Islamic boarding schools in Central Lampung Regency carry out the Participating dimension of situational leadership to those they lead and produce positive influences on their employees. The influences are 1) increasing achievement motivation, 2) increasing work performance, 3) increasing positive and conducive institutional climate, 4) increasing creativity, 5) increasing commitment, 6) increasing productivity, and 7) increasing loyalty. The details can be seen in the following figure: The fourth finding is related to the well-implementation of the Delegating dimension of situational leadership at the Islamic boarding schools in Central Lampung Regency. This dimension is implemented to the employees with the following characteristics: 1) having competence and professionalism, 2) having experience in the assigned task field, 3) having high work motivation, 4) having the commitment to the institution, 5) having work performance, 6) having a competitive spirit, 7) being active and creative, 8) willing to be given assignments and personal responsibility, 9) having confidence in their abilities, and 10) disciplined and responsible. For such employees, the leaders of the boarding schoolsperform the leadership by 1) giving tasks that require personal responsibility, 2) giving complete confidence to the administrators of the field/task, 3) delegating decision making in urgent conditions, 4) giving freedom in developing creativity, and 5) supporting and facilitating efforts to develop competency.
The fourth findings of the study are relevant to the opinion expressed by Hersey and Blanchard (1996: 205) that the Delegating dimension of situational leadership is suitablefor people with high levels of maturity, capability, willingness, and confidence to take responsibility. Moeljono (2003: 34) also reveals that the Delegating dimension of situational leadership is appropriate for people who have motivation, confidence, expertise, and experience dare to accept responsibility. Besides, Don Hellriegel (2011: 304) suggests that the delegation leadership style is aimed at employees with the best or highest level of work readiness. The results of Vicky AchmadZulfikar's research (2019) prove that the delegative leadership approach can be more productive at the work level and LMX to increase achievement motivation while increasing the ongoing commitment. El Zein (2019) discovers that delegative leadership will bring prosperity to the organization, increase productivity, and foster employee motivation. Schriesheim et al. (1998) state that delegative leadership can improve employees' performance and satisfaction. Aziz's research (2020) proves a positive relationship between delegation and the autocratic leadership style. There is a positive relationship between the degree of delegation and the Laissez-Faire leadership style. Yi-Gean Chen (2017) reveals that delegative leadership can effectively improve the teaching performance of boarding school administrators and caregivers.
Based on the findings and relevant research results, it can be concluded that the Delegating dimension of situational leadership in Islamic boarding schools in Central Lampung Regency has been well applied and is given according to the circumstances of the employees. The delegating dimension is appropriate for employees who are 1) having competence and professionalism, 2) having experience in the assigned task field, 3) having high work motivation, 4) having a commitment to the institution, 5) having work performance, 6) having a competitive spirit, 7) being active and creative, 8) willing to be given assignments and personal responsibility, 9) having confidence in their abilities, and 10) disciplined and responsible. For such employees, the leaders of the boarding schoolsperform the leadership by 1) giving tasks that require personal responsibility, 2) giving complete confidence to the administrators of the field/task, 3) delegating decision making in urgent conditions, 4) giving freedom in developing creativity, and 5) supporting and facilitating efforts to develop competency. Detailed information regarding the Delegating dimension be seen in the following figure:

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The situational leadership at Walisongo Islamic Boarding School, RoudlotusSholihin Islamic Boarding School, and BaitulMustaqim Islamic Boarding School is in line with the characteristics of the employees. Therefore, the boarding schools' leadershave applied four situational leadership dimensions effectively. However, the Delegating dimension of situational leadership has not been fully implemented because the boarding schools' leaders continue to supervise and control it continuously. However, the administrators and caregivers of the boarding schools perform their delegated duties with full responsibility without any objections, even though the delegation is not entirely in line with Hersey and Blanchard's theory. At the boarding schools, the Delegating dimension of situational leadership is given to caregivers and administrators with high levels of motivation and performance (R4) and given capable employees but do not believe in their abilities (R3).
The results contradict Hersey and Blanchard's opinion that capable employeeswith noconfidence (R3) can be more effective if the participatory leadership patterns are implemented. However, this study reveals that the delegative leadership style is effective for the caregivers and administrators of Islamic boarding schools with high levels of ability, experience, and performance and effective for people with high levels of ability but poor self-confidence.
For delegative leadership to be effective, the boarding school leaders combine it with consultative and participatory leadership.
The findings show that the Walisongo Islamic Boarding School leaders, RoudlotusSholihin Islamic Boarding School and BaitulMustaqim Islamic Boarding School in Central Lampung Regency, apply the telling, selling, participating, and delegating dimensions. All dimensions of situational leadership have been implemented based on the administrators and caregivers' situation, circumstances, and characteristics. However, from the four dimensions of situational leadership, the leaders of the boarding schools mainly implementthe Participating dimension of situational leadership.

Conclusion:-
Based on the findings and discussion, it can be concluded that the situational leadership in Walisongo Islamic Boarding School, RoudlotusSholihin Islamic Boarding School, and BaitulMustaqim Islamic Boarding School of Central Lampung Regency has been implemented. The telling, selling, participating, and delegating dimensionshave been implemented effectively based on the boarding schools' administrators and caregivers' situation, circumstances, and characteristics.
Furthermore, the researchers recommend to 1) implement a boarding school development strategy, 2) implement human resource management, 3) improve the quality of education services, 4) increase motivation, and 5) increase the work commitment of the boarding schools' administrators and caregivers.