Schools are major organizations, whose daily operational smoothness and academic performance are all influenced to some degree by the principal, the teachers, and the students (Jay, 2014). The principal is the instructional leader who establishes the mission and vision for the school. Leadership has significant, direct effects on student achievement (Marzano, Waters, and McNulty, 2005), and teachers’ views of the principal have a significant effect on their attitudes toward the workplace and on student performance at school (Jay, 2014). The leadership behavior of a principal and his or her role as an instructional leader have a significant impact on creating more effective schools to develop students’ achievement (Cotton, 2003; Gold et al., 2003). Particular leadership styles of school leaders could have positive impacts on teaching, learning environments and processes leading to improvements in student performance and academic achievements (Day, 2004; Hale and Rollins, 2006). Leadership determines the effectiveness of teaching, as the style of leadership affects how favorable the school’s culture is to teaching and learning (Carpenter, 2014). A school environment that is conducive to teaching and learning is shown in high quality interpersonal relations and high quality work. A conducive culture implies that everyone in the school is committed to improving the teaching and learning processes, and to fulfilling the needs of teachers and students (Carpenter, 2015). The success of a school is determined by the skills and style of the head of the school. As an educational leader, the principal should influence, encourage, govern and guide others to work toward a common goal and to create an environment that encourages teaching and learning, both within and outside the classroom (Langgulung 1991:27; Magee, 2012). The principal plays a large role in developing qualified teachers, providing encouragement, direction, work motivation, coaching and supervision that will ultimately improve their performance. School productivity is not merely about getting as much work done as possible, but the quality of performance is very important. As the manager, the principal is required to provide motivation for teachers to perform well. In addition to setting a good example, the madrasah head also must be able to empower educators in the madrasah he leads (Bauman and Krskova, 2016; Magee, 2012). The practices of leadership include setting and communicating academic goals; providing necessary resources; planning, co-coordinating, and evaluating the quality of teaching and the curriculum; participating in and promoting teacher learning; and ensuring a school environment that is safe and supportive for both staff and students (Fevre and Robinson, 2015). In addition, the achievement of qualified teaching work is determined by factors, such as how the head leads the teachers. The leader’s role is very important in any organization; without a leader, an organization is merely an association of people and machines (Bauman and Krskova, 2016; Fevre and Robinson, 2015). Leadership is a person’s ability and readiness to influence, encourage, invite to be monitored and, if necessary, to force others to accept their influence, then to do something that can help achieve a certain purpose and goal (Dirawat, 1983:15; Magee, 2012).