By: Nurul Fauziyyah (1222010131), S1 Semester 6/D Student of the Department of Islamic Education Management, FTK, UIN Sunan Gunung Djati Bandung.
Changes in the organization are an inevitable phenomenon, including in the context of educational institutions such as schools. Competition between schools and between regions requires sustainable organizational development so as not to be eroded by external dynamics. School leadership has a central role in responding to these changes through innovative and adaptive policies.
However, there is still a gap in the implementation of effective school development strategies, especially in terms of transformative leadership optimization and integrated quality management implementation. The problem is, not all school principals are able to take full advantage of their autonomy. Therefore, this paper aims to examine the importance of transformative leadership in the development of school organizations through innovative and quality-oriented approaches. There are several discussions related to the management policy of the development of Islamic educational institutions with an international perspective, including:
First: the vision and tasks of future school management require principals to be able to leverage autonomy to make innovative and adaptive policies. School development must be directed at achieving quality through more effective organizational system changes. The challenges faced are situational and demand a quick response and careful planning. The impact of change can also extend to various aspects, so leadership must be ready to face these complexities. Therefore, a culture of innovation and effective communication is needed so that school development policies can run optimally.
Second: An internationally sound school operational policy is an important framework that directs educational programs and actions. Schools have the authority to formulate policies according to internal needs and external pressures, involving all school residents. The policy-making process demands active participation, in-depth analysis, and mutual agreement in order for goals to be effectively achieved. Policy success is also determined by visionary leadership and the ability to create a conducive participatory climate. Therefore, policy development must be an inclusive process that provides space for the involvement of teachers and staff to create a sense of belonging and effectiveness of change.
Third: The leadership and policies of internationally minded schools are determined by the ability of leaders to influence behavior and relationships between individuals effectively. Behavioral theory states that leadership can be learned through experience, and its success depends on technical, human, and conceptual skills. This theoretical challenge is responded to by contingency theory that emphasizes the importance of adapting leadership style to subordinate maturity levels. The effectiveness of schools is greatly influenced by the work environment, the reward system, the role of teachers, and the involvement of all parties in decision-making. The combination of participatory leadership and a positive school culture is the key to successful school development.
Fourth: The development policy of an internationally minded school relies heavily on autonomy and leadership that actively involves staff in decision-making. Innovation is key to development through personnel empowerment and transformative leadership that motivates and binds teacher commitment. The success of school development is also determined by planning involving all stakeholders as well as an effective communication system. In addition, development is geared towards improving quality through a thorough evaluation of the school's resources and culture. Community support and transparency are important foundations in creating an effective and sustainable learning environment.
Therefore, it can be concluded that the leadership and policies of the school with an international perspective affirm that the success of the school is highly dependent on an adaptive leadership style and actively involves all members of the school. Leadership behavior theory and situational challenges teach that there is no one perfect way of leading, but rather that it must be tailored to the context and needs. School development policies emphasize the importance of autonomy, innovation, and teacher empowerment as the key to creating a positive and productive learning environment. All of these elements are intertwined to improve the quality of schools as a whole, opening up great opportunities for anyone who wants to delve into how to build an effective and globally competitive school.
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All writings in this article are extracted from the Teaching Module Part 12 of the International Islamic Education Management Course by Prof. Dr. H. A. Rusdiana, M.M (https://digilib.uinsgd.ac.id/id/eprint/85341)Â
