This research aimed to identify leadership concepts in Islamic educational institutions, examine indicators or characteristics covering servant leadership, and find the most dominant indicator in building servant leadership in Islamic educational institutions. This research was conducted in two interrelated steps. The first step is the conceptualization and construction process of servant leadership. In this step, the researchers used a qualitative approach and phenomenological method. The second step analysis is based on the results obtained from the first step. In this step, the researchers used a quantitative approach by testing the servant leadership scale and analyzing the servant leadership scale factor. The technique of data sampling was accidental sampling with the total of research subjects in FGD of 25 principals of Madrasah consisting of 15 principals of MTS and 10 principals of MA. In the next step, about 83 teachers from the educational institution were exerted in this research analysis. This research result was referred to put in detail, and the groups agreed in FGD that servant leadership was an effective leadership that could be implemented in Madrasah. Moreover, some indicators that indicated the highest response from the respondents were the implementation of decision and responsibility (5,12), communication (4,30), and transparency (4,60). This finding pointed out that to improve servant leadership, the leader must implement the decision consistently and be responsible, communicate with subordinates, and be transparent in performing the leadership.

The problem in this study is the finding of subjective well-being or subjective well-being of the devotion teachers at the Gontor Putri Islamic Boarding School. The majority are in the moderate category, so efforts are needed to increase the self-efficacy of devotion teachers. Subjective well-being is a positive assessment of an individual's cognitive and emotional life. While self-efficacy is an individual's belief or belief in the ability to organize, perform tasks, achieve goals, produce something, and take action to demonstrate certain skills. The aims of this study were 1.) to determine the level of self-efficacy of the Gontor Putri Islamic Boarding School devotion teachers, 2.) to determine the subjective wellbeing level of the Gontor Putri Islamic Boarding School devotion teachers, 3.) to determine the relationship between self-efficacy and subjective well-being at the devotion teachers of the Gontor Putri Islamic Boarding School. The research method used is a quantitative method using product moment correlation analysis. The number of research samples was taken using purposive sampling calculation so that 100 samples were collected. The data was distributed using a Likert scalemodeled questionnaire. Assessment of life satisfaction is measured on the Life Satisfaction Scale (SWLS), and positive and negative emotions are measured on the Positive and Negative Experience Scales (SPANE). Moreover, self-efficacy is measured on the General Self-efficacy Scale. The results showed that the level of self-efficacy was in the moderate category (93%), subjective well-being was also in the moderate category (65%), and the correlation value (r) of the two variables was 0.302 (sig = 0.002 < 0.05). From the results of this study, it is proven that the hypothesis in this study is accepted with details Ho is rejected, and Ha is accepted. That is, the higher the self-efficacy of the service teacher, the higher the subjective well-being. On the other hand, the lower the self-efficacy of the service teacher, the lower his subjective well-being will be.