Abstract
Three schools implementing a quality culture-oriented leadership model are MAN 1, MAN 2, and MAN Insan Cendekia in Palu. This research aims to find and explain the development of culturally oriented leadership models in improving education quality in Islamic schools in Palu. This research has been conducted through interview techniques, documentation, and observations in which data results are studied and analyzed based on leadership theory. The result of this research finding is that the successful application of quality culture-oriented leadership occurs because the head of Islamic schools can develop three models of leadership in their schools: (1) transactional leadership model oriented to the ability of the head of Islamic school in meeting the needs of teachers, education staff, and students to improve the progress and quality of Islamic school education; (2) transformative leadership model that provides the understanding of the head of Islamic school on the school’s need and appreciation for the efforts made by education implementers to advance the education in Islamic school; (3) Visionary leadership model that can make Islamic school can realize the achievements of their vision well in the process of organizing education. Through these three models, quality-oriented leadership was developed in MAN 1, MAN 2, and MAN Insan Cendikia in Palu.
Highlights
Islamic School is an important institution in carrying out the educational process
To find a point of relevance between the leadership model of the head of Islamic school oriented to a quality culture in Islamic educational institutions
The leadership of the head of Islamic schools focuses on efforts to manage education so that the quality of education can improve well
Summary
Islamic School is an important institution in carrying out the educational process. Islamic schools should be managed by leaders who have the basics and reasonable leadership requirements to improve the quality of education and human resources. The head of the Islamic school plays a vital role in moving various components in the school so that the teaching and learning process runs well. The realization of quality Islamic schools is only possible by the headmaster as an effective education leader. It was discovered that Islamic schools failed to turn into successes. A successful Islamic school can suddenly decline in quality because of the leader. The rise and fall of the quality of Islamic schools depend mainly on the quality of the headmaster (Daryanto, 2011)
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