(6C/MPI/S1/ MPI Student FTK UIN Sunan Gunung Djati Bandung/1222010209)
In facing global challenges and demands of the times, future school management must transform comprehensively through adaptive, innovative, and internationally-minded leadership. The principal as the main driving force is required not only to understand education policies, but also to be able to lead change by involving all elements of the school in decision-making. Autonomy in operational policies, the implementation of participatory and transformational leadership, and the development of an innovative culture are important pillars in creating effective, quality, and competitive schools at the global level. This overall approach emphasizes that school development cannot be done linearly, but rather through synergy between visionary leadership, data-based strategies, and the active involvement of all school residents in creating a resilient education system that is relevant to the needs of the 21st century.
First, the insight into the tasks of future school management requires the principal to have independent and visionary leadership. They must be able to understand the direction of education development policies in order to make the right decisions, lead schools to superior quality, and answer community expectations. In addition, future school management must also focus on change and adaptation, including in terms of restructuring organizational systems, preparedness to face situational problems such as disasters, and the ability to manage major impacts such as pandemics and technological advances. To support sustainable school development, principals need to create an innovative culture accompanied by open communication and a positive attitude towards change. Furthermore, the ability to analyze and execute policies is also an important competency, where principals are required to be able to read the internal and external conditions of the organization carefully to formulate and implement policies that have a real impact on school progress.
Second, international-minded school leadership and policies; emphasize the importance of school autonomy in formulating operational policies that are in accordance with their respective needs and programs. This policy covers various aspects such as curriculum, student discipline, extracurricular activities, and internal school management. Ideally, the policy is formulated democratically through a working group that understands strategic issues, involving teachers, principals, and the community. This participatory approach aims to ensure that the resulting policies are relevant, applicable, and acceptable to all stakeholders. Once the policy is formulated, it is important to clearly socialize it and implement it through a strong school management system, accompanied by regular evaluations to ensure that it is in line with the initial objectives and the dynamics of current conditions. In this context, school leaders are required to have responsibility, perseverance, and the ability to lead change. The active involvement of teachers in the policy process is also crucial so that they feel ownership and commitment to supporting the implementation of the policy in the field.
Third: Internationally-minded school operational policies; require behavior-based leadership, where an effective leader is not the result of talent alone, but is formed through training and experience that hone technical, social, and conceptual skills. In practice, the leadership style must be situational, adjusted to the level of maturity of team members, from providing clear direction to delegating tasks independently. To create an effective school, a positive learning environment, a supportive reward system, role models from teachers, and good classroom management are needed. In addition, school effectiveness will increase if the principal adopts a participatory leadership style, namely by actively involving teachers, students, and parents in the decision-making process and formulating school policies. This approach not only strengthens the sense of belonging, but also creates synergy in achieving the goal of quality and globally competitive education.
Fourth: Internationally-minded school development policy; emphasizes the importance of collaborative leadership that empowers all elements of the school, including vice principals, teachers, and staff, in the decision-making process. This approach aims to create a positive, fair, and supportive work climate for shared growth. Innovation is also a key element that must be present at all levels of the organization, from long-term strategy to daily operational activities, with the support of proactive leadership that is open to change. In addition, transformational leadership is needed to encourage active participation of teachers, build a shared vision, and foster a sense of ownership of their important role in school development. To support the success of this policy, planning must be carried out in a focused and data-based manner, involving all parties in evaluating the strengths and weaknesses of the school and building a development strategy that is jointly prepared in a participatory and sustainable manner.
*) This article is taken from the course on international Islamic education management part 12 taught by Prof. Rusdiana
The author, Muhamad Ramli Nurhidayat. Born in Subang, October 7, 2003, is the first child of Mr. Ita Muhatta and Mrs. Siska Susilawati. Residential Address: Kp. Sembung 2 RT 04 RW 09 Kel. GunungSembung Kec. Pagaden, Kab. Subang West Java, Indonesia, Mobile Phone Number: 082219846010,
E-Mail: urhidayatramli5@gmail.com
Education: Elementary School/SDN Dwi Dharma graduated in 2016, MTSS Darussalam Subang graduated in 2019, MAS Darussalam Subang in 2022, Currently studying at UIN Sunan Gunng Djati Bandung majoring in MPI.
