Education system in Indonesia consists of two main subsystems - the general school education, which is under the administration of the Ministry of Education and Culture (MOEC). In this way, investigating how school culture and achievements of the madrasahs is interesting to do. The author also agreed with Deal and Kennedy (1983) that every school has a different reality or mindset of school life, often captured in the simple phrase, "the way we do things around here".
The success in running the school was largely a part of the success in maintaining the school culture. Grosechl and Doherty, cited by Carpenter (2014), argue that school culture is determined by the values, shared beliefs and behaviors of various stakeholders within the school community and reflects the school's social norms. Leaders and teachers at each school were interviewed to obtain information about the school's cultural practices in the school community.
Follow-up interviews were conducted for teachers to verify observation and obtain information about their school culture practices in the school community (Carpenter, 2014:684). The teachers were selected based on the knowledge and experience in the school community to manage the school culture. In the second round of the analysis process, we developed leading questions based on the data categories.
The most important aspects of culture are now embedded and taken for granted, and culture is increasingly implicit.
Organizational Culture
Unique Findings from Each Madrasah
This study reveals that school culture is not accidental, but is deliberately developed by leadership. There is evidence that leadership styles in MAN 2 are the most salient factor in the effective management and school cultures conducive, supported by the highly motivated voluntary contributions of members of the school community, especially the madrasah committee. Director of MAN Tarokan explains that MAN Tarokan has established its vision as an Islam-based environment because the surrounding neighbors are pesantren.
School cultures at MAN Tarokan are colored by space and access restrictions, but the school community engages very well in mutual cooperation. The principal assured that Islamic cultures have taken root in the school as suggested by the surrounding environment. Limitations in school premises, access and learning resources are resolved through mutual cooperation and understanding among the school community (A-5-1).
As all elements of the school community work together, limitations are not felt, and good understanding and cooperation between each community member form good interactions.
Findings on Aspects of School Achievements
As the curriculum suggests, the implementation of the 2013 curriculum faces different problems for each school. Among the three MANs observed, MAN 2 is the school that has full readiness to implement the revised curriculum. We are informed that to implement the renovation curriculum MAN 2 is the one that has the most complete and ready-to-use facilities.
Again, MAN 1 is the second ready and MAN Tarokan is less than MAN 2 in terms of readiness in school powers to implement the revised curriculum. Regarding students' performance in academic performance, all schools inform that National Exit Examination (UAN) is the first target that every school must achieve. The second achievement that shows each school's pride in academic success is indicated by number.
The most respected competitions that MAN 2 managed to achieve are olympiads in mathematics, chemistry, physics, biology, economics. In chemistry, MAN 2 even won as the first champion in olympiad led by the Australian National Olympiad in 2014. No international olympiad was achieved by MAN 1, but success was achieved in olympiad at local level as the third champion.
All three schools have also set as their priority different extracurricular programs, namely: Speech in English and Arabic, Scientific Competition for Youth, Alquran Aesthetic Reading and Islamic Sermons. In this respect, MAN 2's performance is still better than MAN 1 and MAN Tarokan, but MAN 1 and MAN Tarokan also performed very well in every match. Admittedly, we have found that the leadership of the director has the most influence on success.
Since the same curriculum and the same policy must be used by each school under study, typically leadership and principal skills will help determine how well the school policy regulates the day-to-day state of each school. Evidence also strongly suggests that school age, social changes, and school contexts are factors that directly influence the maintenance of school cultures. Everyone grows naturally in each school in the context of the school management, which is run by the principal and interacts with the school community.
General Research Findings
They are fully conscious that they are working to achieve welfare which is material senses, and seek merit for the future lives as the spirit of Islamic Da'wah for Young Muslim generation dedote. The existence of Islamic schools that are initially "doubtful" has increased the motivation of the teachers to perform better through the hard works. Maintain fidelity and good relationship with school community Fidelity and good relationship between school and its environment are factors that leaders and teachers believe to support the development of school cultures.
We know that school culture develops primarily through the internal school atmosphere and the support of the school community. Interactions and mutual cooperation between teachers, administrators, students and management are essential to the development of a good school culture. The support of students' parents, the performance of teachers and the loyalty of the surrounding community are maintained as much as possible to create a good school culture.
Along with NERIUT as an Islamic school, efforts are being made to facilitate activities and events whose Islamic values are a concern. Drawing as an Islamic school, NJERIU is dedicated as a center of Islamic achievement for students. Some of the events invite students' parents to get involved, either as Muslims or members of the school committee.
In schools as a center of Islamic activities, training for students on Islamic entrepreneurship, sermons, leadership and other activities take place. Schools with limited access are undervalued by students and influence management to build school culture. According to the principal of MAN 1, the ultimate goal of developing good school cultures depends a lot on the principal's leadership.
The facts that favor the school cultures at MAN 1 include school management which is considered stable;. Principal of MAN 2 has a dissenting opinion with MAN 1 in observing leadership to control school cultures. For him, school cultures are mostly associated with school funds and the readiness of teachers to develop school community.
Further Discussion and Implications
Conclusion
This study concludes that organizational culture is a trust, value, and norms of behavior that are continually accepted and socialized as a form of organizational characteristics in facing external challenges and internal integration adjustments. A strong culture will lead an organization to be successful and ensure innovation and achievement of the goals desired by the organization to achieve high performance. In agreement with Stoll (1998), this research confirms that school cultures are influenced by age of organization, school purpose, members of the school community, social changes and the level of the school, from which economics, politics and government policies directly influence the growth of the school. school cultures.
This implies that description of leadership practices in the light with principals' eyes is not detailed. Second, academic and non-academic achievements are identified more on the basis of records achieved by the schools. Theoretically, this finding confirms theories about leadership and school cultures, practically, evidence to support the findings needs more depth.
In social practices, however, school leaders can use this evidence to portray that the role of the leader is crucial and that success in sustaining the school culture strongly depends on leadership styles. The rule of perceived system knowledge in predicting appraisal responses, job satisfaction, and organizational commitments. Help yourself by helping others: The collective impact of group member citizenship behavior and group cohesion on the change in group member target task performance.
Core Self-Evaluations, Perceptions of Group Potency, and Work Performance: The Moderating Role of Individualism and Collectivism Cultural Profiles.
