By: Nurul Fauziyyah (1222010131), SI Semester 6 Student of Class D Department of Islamic Education Management, FTK, UIN Sunan Gunung Djati Bandung.
The weak quality and relevance of education today is often associated with less effective leadership in educational institutions. Good leadership is the core of management and is decisive in encouraging the achievement of educational goals. In the context of schools, the principal plays a central role as a leader who drives all components of education, both in academic, administrative, and infrastructure management.
However, the assumption that all education leaders have been able to manage institutions in a visionary manner has not been fully proven, especially in internationally based schools that require a managerial approach based on Islamic values. This is where the gap arises between the demands of modern leadership and the application of Islamic values in managerial practice. Therefore, this paper aims to examine the importance of effective leadership management with Islamic nuances in answering the challenges of modern education, especially in Islamic educational institutions with international standards.
To understand more deeply about the leadership management of international Islamic educational institutions, there are several related materials, namely the following:
First: The concept of leadership management in Islamic education is a vital element that determines the direction and quality of educational institutions. Effective leadership must be able to manage resources, motivate, and cooperate in order to achieve educational goals. In the global context, the leadership of Islamic education is required to be adaptive to international dynamics without neglecting Islamic values. Therefore, the leader of an educational institution must have a balanced managerial and spiritual competence. The high quality of education is highly dependent on directed, professional, and visionary leadership.
Second: Leadership management competencies in Islamic educational institutions require leaders who have four main competencies, namely leadership traits, problem-solving skills, social skills, and knowledge and professionalism. An ideal leader must emulate the morals of the Prophet PBUH such as sincerity, honesty, trust, and tawakal. In dealing with internal and external conflicts, leaders are required to resolve them wisely, not with emotions. Harmonious social relations with the surrounding community also have a great influence on the sustainability of the institution. Finally, qualified knowledge will give birth to effective ideas and strategies in achieving educational goals.
Third: The decision model of the leaders of Islamic educational institutions. Decision-making in Islamic education leadership is the process of choosing the best course of action through a rational and contextual approach. Decisions can be routine or urgent, with systematic techniques and steps that take into account a variety of factors. In the Indonesian context, educational leadership means the ability to influence effectively based on the values, traits, and behavior of leaders. In addition to technical approaches, decisions can also be based on religious, philosophical, psychological, and sociological bases that emphasize justice, freedom of responsibility, encouragement, and social networks. The integration of these approaches supports the right and sustainable decisions.
Fourth: The productivity of Islamic educational institutions depends on human resources who have an attitude of always wanting to improve themselves. Performance is influenced by ability, internal and external motivation, as well as physical and non-physical work environment. Transparency of the assessment system and promising career paths are also important drivers for employee morale. A conducive work environment and a good work culture will support effectiveness and efficiency. Performance is measured by quantity, quality, punctuality, attendance, and teamwork.
Therefore, conclusions are drawn from the four materials showing that the success of Islamic educational institutions is highly determined by the quality of their human resources. Productivity and performance are not only about results, but also the spirit to continuously improve themselves and a supportive work environment. Strong motivation, both from within and from a fair and transparent system, is the main key in shaping superior performance. Clear assessments, open career opportunities, and a healthy work culture will encourage employees to work more optimally. All of this opens up an interesting study space on how Islamic education management can form an institution that is not only professional, but also meaningful.
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All writings in this article are extracted from the Teaching Module Part 8 of the International Islamic Education Management Course by Prof. Dr. H. A. Rusdiana, M.M (https://digilib.uinsgd.ac.id/id/eprint/85341)
