By Sintia Azizah / 12220010177 / Class E / Semester IV / MPI Undergraduate Student / UIN Bandung
Change must constantly be carried out by organizations in order to compete nationally and internationally. Schools require development policies designed to achieve high-quality standards, such as transformative leadership, which plays a crucial role in driving change. Especially considering the principal's role as the pillar in organizing the entire system and organizational aspects to achieve its goals.
This paper aims to broaden understanding of four key aspects in grasping the management policy of internationally-minded educational institution development: (1) Future-oriented management tasks of schools, (2) Leadership and policy of internationally-minded schools, (3) Operational policies of internationally-minded schools, and (4) School development policies in an international context.
First: Future-Oriented Management Tasks of Schools; School principals are granted broad autonomy in creating school development policies. Development here means making improvements in both quality and quantity toward targeted goals, ideal statements, and the school's vision and mission. School management plays a key role with main tasks that include: reorganizing systems, addressing situational problems, and controlling broad-impact influences. School development must also encourage innovation that drives change, with leaders distributing innovation virtually and encouraging its implementation.
Second: Operational Policies of Internationally-Minded Schools; Each school has a set of policies depending on its size and program. These policies affect all areas of the curriculum---from subjects and evaluation systems to extracurriculars. They function as a framework for turning the school's vision into reality. The first step in policymaking is identifying general areas, analyzing them, then determining implementation and policy execution. There are also specific policies focused on school development goals which serve to supervise and evaluate the process.
Third: Leadership and Policies of Internationally-Minded Schools; Leadership in an internationally-minded school emphasizes that effective leaders are made through learning and experience, not merely through innate talent. Behavioral and situational leadership theories highlight the need to adapt leadership styles based on context and member maturity. School effectiveness is greatly influenced by participative leadership, a fair reward system, a supportive school environment, and active involvement of teachers, students, and parents in decision-making and school development processes.
Fourth: Educational Innovation Management Processes and Procedures; Internationally-minded school development policies stress participative leadership, personnel empowerment, and ongoing innovation. Principals must engage teachers, vice principals, students, and the community in decision-making, curriculum planning, and fostering a positive school climate. Empowering teachers through transformational leadership strengthens their commitment and awareness of the shared vision. The success of school development depends on effective communication, jointly agreed strategies, a functioning evaluation system, and a curriculum that aligns with the school's goals, all supported by stakeholders.
The management policy for developing internationally-minded educational institutions relies heavily on appropriate policymaking, strong leadership, and systematic and effective procedures for managing educational innovation.
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This article is adapted from the course material "Islamic Education Management -- Part 12: Management Policies for Developing Internationally-Minded Educational Institutions." Course instructor: Prof. Dr. H. A. Rusdiana, M.M.
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