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The principal of madrasah Ibtidaiyah (Islamic elementary school) has an important role to maintain a balance both academic and social roles, due to his/ her duty as a policy maker. Accordingly, the principal leadership style of madrasah is a main factor to realize school’s vision dan mission. This study is aimed at analyzing the principal leadership style of Madrasah Ibtidaiyah in structural-functionalism analysis approach as an effort to improve teacher’s discipline. The method of this study is explorative descriptive qualitative method. The samples are some teachers (the principal of madrasah ibtidaiyah, three classroom teachers, and one administrative staff), and some students. The data are collected using observation, in-depth interview and documentation. The finding of this research is that the principal leadership style of madrasah ibtidaiyah has been implemented with situational leadership style which is relevant to Parsons’s structural-functionalism theory. The principal of madrasah positions himself not only as a policy maker but also a facilitator and a mediator to his subordinates. In this case, he puts social awareness forward and emotional/situation and condition to create a comfortable psychology of workers.

The Principal Leadership Style of Madrasah Ibdaiyah in the Views of Structural-Functionalism Analysis