MANAJEMEN SDM GURU GENERASI Z OLEH KEPALA MADRASAH STUDI TENTANG POLA PENDAMPINGAN DAN PENILAIAN KINERJA AL MA'WA BOARDING SCHOOL

Abstrak

This study aims to describe the management of Generation Z teachers by the madrasah principal through mentoring patterns and performance appraisal systems at Al Ma’wa Boarding School. The study is grounded in the unique characteristics of Generation Z teachers, who prefer flexible work styles, are digital-native, require quick feedback, and seek egalitarian professional relationships. These characteristics demand an adaptive and communicative leadership approach that integrates technology with Islamic values of leadership. The research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and documentation, and analyzed using the Miles and Huberman interactive model. The findings reveal that the principal applies mentoring patterns based on coaching, dialogue, and personalized guidance. Mentoring is conducted through informal meetings, scheduled coaching sessions, individual consultations, and technology-assisted supervision. This approach effectively enhances pedagogical competence, digital skills, discipline, and motivation among Generation Z teachers. Meanwhile, performance appraisal is conducted through a digital rubric system that is clear, transparent, and provides immediate feedback. The assessment considers not only administrative tasks but also creativity, collaboration, and work integrity. The combination of intensive mentoring and formative assessment leads to significant improvements in teacher performance. The study concludes that effective management of Generation Z teachers requires leadership that is flexible, supportive, communicative, and technologically oriented. The madrasah principal must act as a mentor, facilitator, and coach to ensure that Generation Z teachers grow professionally and remain committed to the institution. These findings offer valuable insights for other Islamic educational institutions in managing the dynamics of emerging generations in education.