School Leadership and School Effectiveness: Teachers and Student's in Madrasah at East Java

School effectiveness is very important to improve school for enhancing quality of school. School improvement concerns the raising of students’ achievements and the school’s ability to manage change (Reynolds et al. 2001). One can compare one’s own school and individual performance against a set of benchmarks and criteria from the international literature on school effectiveness and school improvement. In Indonesia, there are many school to be effectiveness, but there are to many school not be effective specially in madrasah school. For example the school effectiveness have characteristic there are Leadership at all levels: strong, purposeful, adoption of more than one style, Management and organisation: clear, simple, flatter structures, Collective self-review: involving all staff and leading to developing new practices, Staff development: systematic and involving collective and individual needs. Teaching and learning: creative debate amongst teachers and curricula and pedagogy, and Parental involvement: parents as partners in education One characteristic is leadership, school leadership has been identified in the last few years in several international reports and as a key function to assuring quality in education. Research on the subject of leadership has increased and has focused on analysis of the leader as a person and on leadership functions and tasks. Furthermore, it has been stressed in studies that school leadership can be the solution to many problems arising in schools (Bolívar et al.,2013). It is a complex concept, which cannot be understood or applied in a single way and which is defined in terms of a demanding set of functions that include financial administration, human resources management and leadership for learning (Pont et. al. 2008). School leadership is basically underpinned by two conceptual features (Spillane et al., 2010). The first concerns the individual’s personality, style and ability; the second links leadership to forms of organization and, to a smaller extent, to individual practices. School leadership has historically been connected with the role and functions of schoolmanagement teams (Schleicher, 2012). During the last decade, however, it has been stressed both in reports by international organizations and in academic works that leadership involves a common culture of expectations, in which everyone is accountable for individual contributions to the collective outcome (Leithwood and Louis, 2011)