Islamic Instructional Leadership Practices in Madrasah Ibtidaiyah
DOI:
https://doi.org/10.69552/mumtaz.v5i4.3628Keywords:
Islamic instructional leadership, teacher performance, Madrasah Ibtidaiyah, academic supervision, spiritual leadershipAbstract
This study explores Islamic instructional leadership practices implemented by Madrasah Ibtidaiyah principals and their impact on teacher performance. Employing a qualitative approach with multiple case study design, the research involved madrasah principals, teachers, and supervisors from three to five purposively selected Madrasah Ibtidaiyah. Data were collected through in-depth interviews, participant observation, document analysis, and focus group discussions, then analyzed using reflexive thematic analysis. Findings identified five dimensions of Islamic instructional leadership: spiritual-moral, vision and mission of learning, supervision and mentoring, professional development, and instructional management. The spiritual-moral and supervision-mentoring dimensions proved most influential on teacher performance, creating intrinsic motivation through awareness of sacred trust and enhancing competence through a familial approach. Islamic instructional leadership impacts lesson planning, instructional delivery, and assessment through mechanisms of enhanced spiritual motivation, professional competence development, collaborative culture, and conducive organizational climate. This research enriches educational leadership literature with Islamic perspectives and offers practical models for improving madrasah leadership quality. Theoretical implications include developing leadership frameworks integrating spiritual and professional dimensions, while practical implications provide guidance for madrasah principals and policymakers in developing mentoring programs aligned with Islamic values.
References
Alazmi, A. A., & Bush, T. (2024). An Islamic-oriented educational leadership model: Towards a new theory of school leadership in Muslim societies. Journal of Educational Administration and History, 56(3), 312–334. https://doi.org/10.1080/00220620.2023.2292573
Alzoraiki, M., Ahmad, A. R., Ateeq, A., & Milhem, M. (2024). The role of transformational leadership in enhancing school culture and teaching performance in Yemeni public schools. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1413607
Anwar, S., Utaminingsih, S., Trihandayani, E., L, M., & Binhayeekhonoh, H. (2025). Transformational Leadership and Teacher Commitment: A Case Study in Early Childhood Education in Serpong, South Tangerang. Al-Fikrah: Jurnal Manajemen Pendidikan, 13(1), 1–11. https://doi.org/10.31958/jaf.v13i1.13849
Arifin, I., Juharyanto, Mustiningsih, & Taufiq, A. (2018). Islamic Crash Course as a Leadership Strategy of School Principals in Strengthening School Organizational Culture. Sage Open, 8(3), 2158244018799849. https://doi.org/10.1177/2158244018799849
Arifin, S., Chotib, M., Rahayu, N. W. I., Hosaini, H., & Samsudi, W. (2024). Kiai’s Transformative Leadership in Developing an Organizational Culture of Islamic Boarding Schools: Multicase Study. Al-Ishlah: Jurnal Pendidikan, 16(2), 2608–2620. https://doi.org/10.35445/alishlah.v16i2.5325
Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. sage.
Baxter, P., & Jack, S. (2015). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report. https://doi.org/10.46743/2160-3715/2008.1573
Berkovich, I., & Eyal, O. (2017). Emotional reframing as a mediator of the relationships between transformational school leadership and teachers’ motivation and commitment. Journal of Educational Administration, 55(5), 450–468. https://doi.org/10.1108/JEA-07-2016-0072
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
Cox, J. S., & Mullen, C. A. (2023). Impacting Student Achievement: Principals’ Instructional Leadership Practice in Two Title I Rural Schools. Journal of School Leadership, 33(1), 3–25. https://doi.org/10.1177/10526846221133996
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. https://doi.org/10.54300/122.311
Engida, M. A., Iyasu, A. S., & Fentie, Y. M. (2024). Impact of teaching quality on student achievement: Student evidence. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1367317
Eyal, O., & Roth, G. (2011). Principals’ leadership and teachers’ motivation: Self‐determination theory analysis. Journal of Educational Administration, 49s(3), 256–275. https://doi.org/10.1108/09578231111129055
Gechere, T., Oumer, J., & Ouke, T. (2025). Influence of principals’ instructional leadership and teachers’ efficacy on students’ performance in secondary schools in the Wolaita Zone, South Ethiopia. Discover Sustainability, 6(1), 967. https://doi.org/10.1007/s43621-025-01797-3
Göçen, A., & Şen, S. (2021). Spiritual Leadership and Organizational Citizenship Behavior: A Meta-Analysis. Sage Open, 11(3), 21582440211040777. https://doi.org/10.1177/21582440211040777
Habibi, A., Attar, R. W., Saudagar, F., Tomczyk, Ł., Hendra, R., & Alhazmi, A. H. (2025). Instructional leadership, self-efficacy, commitment and school climate on teachers’ job satisfaction and performance: Asian context. Asian Education and Development Studies, 14(5), 1002–1021. https://doi.org/10.1108/AEDS-11-2024-0262
Hadi, A. F. M. Q. A., Maksum, M. N. R., Saputri, I. D., Ibrahim, S. A. S., & Wangyee, A. (2025). The Transformation of Islamic Educational Leadership in a Multicultural Society: A Theoretical Review Based on Critical Literature. Multicultural Islamic Education Review, 149–160. https://doi.org/10.23917/mier.v3i2.12098
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5–24. https://doi.org/10.1177/1741143216670652
Hartinah, S., Suharso, P., Umam, R., Syazali, M., Lestari, B. D., Roslina, R., & Jermsittiparsert, K. (2020). Teacher’s performance management: The role of principal’s leadership, work environment and motivation in Tegal City, Indonesia. Management Science Letters, 10(1), 235–246. https://doi.org/10.5267/j.msl.2019.7.038
Hidayat, R., & Patras, Y. E. (2024). Teacher Innovativeness: The Effect of Self-Efficacy, Transformational Leadership, and School Climate. Journal of Pedagogical Research, 8(1), 208–222. https://doi.org/10.33902/JPR.202424547
Juharyanto, J., Sultoni, S., Adha, M. A., Qureshi, M. I., & Saputra, R. B. (2021). Spiritual Leadership and its Relationship with Principal Performance and Elementary School Quality in Remote Areas in Indonesia. The International Journal of Interdisciplinary Educational Studies, 16(2), 45. https://doi.org/10.18848/2327-011X/CGP/v16i02/45-59
Kemethofer, D., Helm, C., & Warwas, J. (2025). Does educational leadership enhance instructional quality and student achievement? The case of Austrian primary school leaders. International Journal of Leadership in Education, 28(3), 461–485. https://doi.org/10.1080/13603124.2021.2021294
Khofi, M. B., & Furqon, M. (2024). Strategi Kepemimpinan Kiai dalam Mengembangkan Pondok Pesantren. INCARE, International Journal of Educational Resources, 5(3), 265–288. https://doi.org/10.59689/incare.v5i3.1019
Liu, P., Alias, B. S., & Mansors, A. N. (2024). Teacher Motivation and Commitment through Transformational Leadership in China’s Vocational Schools. Journal of Ecohumanism, 3(4), 1771–1779. https://doi.org/10.62754/joe.v3i4.3708
Mashuri, I., Faishol, R., Nasrodin, N., & Fauzi, A. (2023). Gaya Kepemimpinan Kiai Dalam Membangun Sinergitas Pesantren. ABDI KAMI: Jurnal Pengabdian Kepada Masyarakat, 6(1), 126–139. https://doi.org/10.29062/ABDI_KAMI.V6I1.1873
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.". ERIC.
Munna, A. S. (2023). Instructional Leadership and Role of Module Leaders. International Journal of Educational Reform, 32(1), 38–54. https://doi.org/10.1177/10567879211042321
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Patterson, K. J. (2024). Transformational Leadership and Teacher Commitment: Examining Differences between Rural and Non-Rural Teachers. Brigham Young University.
Patton, M. Q. (2002). Qualitative research and evaluation methods.
Rahman, G. (2025). Transforming Islamic Education Through Value-Based Leadership: A Narrative Review. Sinergi International Journal of Islamic Studies, 3(2), 83–95. https://doi.org/10.61194/ijis.v3i2.712
Rodrigues, H. P. C., & Ávila de Lima, J. (2024). Instructional leadership and student achievement: School leaders’ perspectives. International Journal of Leadership in Education, 27(2), 360–384. https://doi.org/10.1080/13603124.2020.1869312
Roesminingsih, E., & Windasari, W. (2025). The impact of transformational leadership on teacher performance: A study of professional learning communities in Indonesia. Journal of Pedagogical Research, 9(3), 312–326. https://doi.org/10.33902/JPR.202530146
Said, S. M., Sharif, S., & Abdullah, M. K. J. (2023). Unveiling the excellent leadership qualities and practices of principals in Islamic schools: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 22(9), 43–61. https://doi.org/10.26803/ijlter.22.9.3
Shah, S. (2015). Education, leadership and Islam: Theories, discourses and practices from an Islamic perspective. Routledge.
Sholeh, M., Kholis, N., & Mufidah, N. (2022). Madrasah principal leadership in digital transformation at Madrasah Ibtidaiyah: A case study. Dinamika Ilmu: Jurnal Pendidikan, 22(1), 151–166. https://doi.org/10.21093/di.v22i1.4241
Sholikhah, Z., Wang, X., & Li, W. (2019). The role of spiritual leadership in fostering discretionary behaviors: The mediating effect of organization based self-esteem and workplace spirituality. International Journal of Law and Management, 61(1), 232–249. https://doi.org/10.1108/IJLMA-04-2018-0081
Sianipar, A. (2024). The Role of Transformational Leadership in Improving School Performance a Systematic Literature Review (SLR) (SSRN Scholarly Paper No. 5086830). Social Science Research Network. https://doi.org/10.2139/ssrn.5086830
Stake, R. E. (1995). The art of case study research.
Sullivan, S., & Glanz, J. (2005). Supervision that improves teaching: Strategies and techniques. Corwin Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Hamdanah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
