Â
Rishna Shoimah / 1222010160 / Undergraduate Student / Islamic Education Management / VI D / FTK / UIN Sunan Gunung Djati Bandung
Schools require development policies that aim to achieve high-quality standards. In order to compete effectively among schools and regions, school development efforts must be supported by the entire school community. Transformational leadership is a key instrument in directing change for school development. With greater autonomy, school principals have the opportunity to enhance the organization of their schools. School development policies should lead to innovative actions such as introducing Total Quality Management (TQM), forming internal work teams, implementing skill-based compensation, and redesigning quality development programs in line with changing demands.
First, Future-Oriented School Management Tasks:
Future school leadership management requires principals to possess broad autonomy to formulate innovative policies for the development of excellent schools. The main focus includes organizational system reform, handling situational issues, and anticipating the widespread impacts of global factors. Principals must be capable of fostering a culture of innovation through effective communication and the distribution of fresh ideas, as well as conducting comprehensive organizational analysis to respond to both internal and external challenges in order to achieve a vision of quality education.
Second, Operational Policies of International-Minded Schools:
Schools have significant opportunities to establish operational policies that are relevant to both internal and external needs through active participation of all stakeholders, including teachers, staff, principals, and the community. Effective policies must be clear, easily understood, jargon-free, and developed through a consultative process and thorough analysis of existing issues. Visionary and participatory leadership is key in ensuring that policies are not merely formal documents but serve as practical frameworks that support sustainable school change and development towards high-quality education.
Third, Leadership and International-Minded School Policies:
International-minded leadership in schools involves technical, human, and conceptual abilities, and must be adaptable to circumstances through approaches such as Hersey and Blanchard's situational theory. School effectiveness is greatly influenced by policies that create a positive environment, fair reward systems, teacher and student engagement, and participatory leadership. Research shows that effective schools implement power balance, minimize physical punishment, maintain open communication with parents, and create an atmosphere of confidence and care for student needs, which strengthens academic and social cooperation.
Fourth, School Development Policy with an International Perspective:
