Improving the Quality of Madrasah Ibtidaiyah Through Transformational Leadership
DOI:
https://doi.org/10.47453/edubase.v5i1.1997Keywords:
leadership, transformational, quality of madrasahAbstract
Purpose: This research aims to explore more deeply the application of transformational leadership in Islamic education and its role in improving educational standards and school performance, as well as realizing the importance of leadership in utilizing the potential of school resources. Methods: This research uses descriptive research methods with a qualitative approach. This is because researchers carry out direct observations in the field to observe and provide an accurate picture of the reality that occurs in the field. Results: The research results show that madrasa heads bear the responsibility of supervising all aspects of educational activities, starting from managing teachers and students, developing curriculum and programs to building relationships with parents and the community. By using a three-stage strategy that includes input, process, and output, this research shows that there is a strict selection process for students and teachers who enter the input stage, while remaining focused on optimizing the learning process to produce quality educational results. These strategies are intricately designed to complement and strengthen each other, fostering an inclusive and conducive educational environment. Conclusion: These findings underscore the positive impact of transformational leadership on the overall educational landscape at MI Wali Songo Asy-Syirbaany, South Tangerang City, where madrasa heads, through inclusive and astute leadership, prioritize improving the quality of education. Therefore, this research explains the important role of transformational leadership in raising educational standards and improving school performance, and offers valuable insights for improving the quality of education in similar settings.
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References
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Schott, C., van Roekel, H., & Tummers, L. G. (2020). Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review, 31, 100352.
Shah, A. A., Gong, Z., Pal, I., Sun, R., Ullah, W., & Wani, G. F. (2020). Disaster risk management insight on school emergency preparedness–a case study of Khyber Pakhtunkhwa, Pakistan. International Journal of Disaster Risk Reduction, 51, 101805.
Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31, 100357.
Sinnema, C., Daly, A. J., Liou, Y.-H., & Rodway, J. (2020). Exploring the communities of learning policy in New Zealand using social network analysis: A case study of leadership, expertise, and networks. International Journal of Educational Research, 99, 101492.
Sokal, L., Trudel, L. E., & Babb, J. (2021). I’ve had it! Factors associated with burnout and low organizational commitment in Canadian teachers during the second wave of the COVID-19 pandemic. International Journal of Educational Research Open, 2, 100023.
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Žal?nien?, I., & Pereira, P. (2021). Higher education for sustainability: A global perspective. Geography and Sustainability, 2(2), 99–106.
Zguir, M. F., Dubis, S., & Koç, M. (2021). Embedding Education for Sustainable Development (ESD) and SDGs values in curriculum: A comparative review on Qatar, Singapore and New Zealand. Journal of Cleaner Production, 319, 128534.
AlAjmi, M. K. (2022). The impact of digital leadership on teachers’ technology integration during the COVID-19 pandemic in Kuwait. International Journal of Educational Research, 112, 101928.
AlNuaimi, B. K., Singh, S. K., & Harney, B. (2021). Unpacking the role of innovation capability: Exploring the impact of leadership style on green procurement via a natural resource-based perspective. Journal of Business Research, 134, 78–88.
Castellano, S., Chandavimol, K., Khelladi, I., & Orhan, M. A. (2021). Impact of self-leadership and shared leadership on the performance of virtual R&D teams. Journal of Business Research, 128, 578–586.
Chaithanapat, P., Punnakitikashem, P., Oo, N. C. K. K., & Rakthin, S. (2022). Relationships among knowledge-oriented leadership, customer knowledge management, innovation quality and firm performance in SMEs. Journal of Innovation & Knowledge, 7(1), 100162.
Christian-Brandt, A. S., Santacrose, D. E., & Barnett, M. L. (2020). In the trauma-informed care trenches: Teacher compassion satisfaction, secondary traumatic stress, burnout, and intent to leave education within underserved elementary schools. Child Abuse & Neglect, 110, 104437.
Corriveau, A.-M. (2020). Developing authentic leadership as a starting point to responsible management: A Canadian university case study. The International Journal of Management Education, 18(1), 100364.
Costa, P., Castano-Munoz, J., & Kampylis, P. (2021). Capturing schools’ digital capacity: Psychometric analyses of the SELFIE self-reflection tool. Computers & Education, 162, 104080.
Cummings, G. G., Lee, S., Tate, K., Penconek, T., Micaroni, S. P. M., Paananen, T., & Chatterjee, G. E. (2021). The essentials of nursing leadership: A systematic review of factors and educational interventions influencing nursing leadership. International Journal of Nursing Studies, 115, 103842.
Day, D. V, Riggio, R. E., Tan, S. J., & Conger, J. A. (2021). Advancing the science of 21st-century leadership development: Theory, research, and practice. In The Leadership Quarterly (Vol. 32, Issue 5, p. 101557). Elsevier.
Didham, R. J., & Ofei-Manu, P. (2020). Adaptive capacity as an educational goal to advance policy for integrating DRR into quality education for sustainable development. International Journal of Disaster Risk Reduction, 47, 101631.
Díez, F., Villa, A., López, A. L., & Iraurgi, I. (2020). Impact of quality management systems in the performance of educational centers: educational policies and management processes. Heliyon, 6(4).
Farrukh, M., Ansari, N., Raza, A., Wu, Y., & Wang, H. (2022). Fostering employee’s pro-environmental behavior through green transformational leadership, green human resource management and environmental knowledge. Technological Forecasting and Social Change, 179, 121643.
Garira, E. (2020). Needs assessment for the development of educational interventions to improve quality of education: A case of Zimbabwean primary schools. Social Sciences & Humanities Open, 2(1), 100020.
Geerts, J. M., Goodall, A. H., & Agius, S. (2020). Evidence-based leadership development for physicians: a systematic literature review. Social Science & Medicine, 246, 112709.
Goralski, M. A., & Tan, T. K. (2020). Artificial intelligence and sustainable development. The International Journal of Management Education, 18(1), 100330.
Gore, J. M., Miller, A., Fray, L., Harris, J., & Prieto, E. (2021). Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 101, 103297.
Hanafi, Y., Taufiq, A., Saefi, M., Ikhsan, M. A., Diyana, T. N., Thoriquttyas, T., & Anam, F. K. (2021). The new identity of Indonesian Islamic boarding schools in the “new normal”: the education leadership response to COVID-19. Heliyon, 7(3).
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology use for teacher professional development in low-and middle-income countries: A systematic review. Computers and Education Open, 3, 100080.
Herman, K. C., Reinke, W. M., & Eddy, C. L. (2020). Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory. Journal of School Psychology, 78, 69–74.
Krafft, C., Raikes, A., Towfighian, S. N., & Mojgani, R. S. (2024). Quality and inequality in pre-primary and home environment inputs to early childhood development in Egypt. Early Childhood Research Quarterly, 68, 24–34.
Liu, Z., Venkatesh, S., Murphy, S. E., & Riggio, R. E. (2021). Leader development across the lifespan: A dynamic experiences-grounded approach. The Leadership Quarterly, 32(5), 101382.
Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425.
Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009.
McCauley, C. D., & Palus, C. J. (2021). Developing the theory and practice of leadership development: A relational view. The Leadership Quarterly, 32(5), 101456.
Navaridas-Nalda, F., Clavel-San Emeterio, M., Fernández-Ortiz, R., & Arias-Oliva, M. (2020). The strategic influence of school principal leadership in the digital transformation of schools. Computers in Human Behavior, 112, 106481.
Piwowar-Sulej, K., & Iqbal, Q. (2023). Leadership styles and sustainable performance: A systematic literature review. Journal of Cleaner Production, 382, 134600.
Porfírio, J. A., Carrilho, T., Felício, J. A., & Jardim, J. (2021). Leadership characteristics and digital transformation. Journal of Business Research, 124, 610–619.
Priatna, T. (2020). Demography of Madrasah Diniyah Takmiliyah and revitalizing the institutional function of Islamic education. Journal of Southwest Jiaotong University, 55(1).
Rohman, F., & Dalimunthe, M. A. (2024). Innovation in Education: The Influence of Leadership, Organizational Culture, Work Motivation, and Organizational Commitment on the Performance of State and Private Madrasa Ibtidaiyah Teachers in Medan. Educational Administration: Theory and Practice, 30(2).
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305.
Schoch, K. (2020). Case study research. Research Design and Methods: An Applied Guide for the Scholar-Practitioner, 245–258.
Schott, C., van Roekel, H., & Tummers, L. G. (2020). Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review, 31, 100352.
Shah, A. A., Gong, Z., Pal, I., Sun, R., Ullah, W., & Wani, G. F. (2020). Disaster risk management insight on school emergency preparedness–a case study of Khyber Pakhtunkhwa, Pakistan. International Journal of Disaster Risk Reduction, 51, 101805.
Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31, 100357.
Sinnema, C., Daly, A. J., Liou, Y.-H., & Rodway, J. (2020). Exploring the communities of learning policy in New Zealand using social network analysis: A case study of leadership, expertise, and networks. International Journal of Educational Research, 99, 101492.
Sokal, L., Trudel, L. E., & Babb, J. (2021). I’ve had it! Factors associated with burnout and low organizational commitment in Canadian teachers during the second wave of the COVID-19 pandemic. International Journal of Educational Research Open, 2, 100023.
Talebizadeh, S. M., Hosseingholizadeh, R., & Belliba?, M. ?. (2021). Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior. Studies in Educational Evaluation, 68, 100970.
Tomaszewski, L. E., Zarestky, J., & Gonzalez, E. (2020). Planning qualitative research: Design and decision making for new researchers. International Journal of Qualitative Methods, 19, 1609406920967174.
Visvizi, A., Daniela, L., & Chen, C.-W. (2020). Beyond the ICT-and sustainability hypes: A case for quality education. In Computers in Human Behavior (Vol. 107, p. 106304). Elsevier.
Vogel, B., Reichard, R. J., Batisti?, S., & ?erne, M. (2021). A bibliometric review of the leadership development field: How we got here, where we are, and where we are headed. The Leadership Quarterly, 32(5), 101381.
Wallace, D. M., Torres, E. M., & Zaccaro, S. J. (2021). Just what do we think we are doing? Learning outcomes of leader and leadership development. The Leadership Quarterly, 32(5), 101494.
Žal?nien?, I., & Pereira, P. (2021). Higher education for sustainability: A global perspective. Geography and Sustainability, 2(2), 99–106.
Zguir, M. F., Dubis, S., & Koç, M. (2021). Embedding Education for Sustainable Development (ESD) and SDGs values in curriculum: A comparative review on Qatar, Singapore and New Zealand. Journal of Cleaner Production, 319, 128534.
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