Islamic school leadership: a conceptual framework

Brooks, Melanie C.; Mutohar, Agus

doi:10.1080/00220620.2018.1426558

Cited by 46 publications

(44 citation statements)

References 52 publications

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“…Scandura and Dorfman’s work is also complemented by more recent scholarship on Islamic values in school leadership (Brooks and Mutohar, 2018), which explains the grounding of Islamic leadership and how Muslim leaders may view their work. Samier and AlKaleh (2019) explain how classical texts by key Islamic scholars have impacted on how leadership is conceptualized, including both the characteristics of a good leader and how decisions should be made in order to reflect Islamic values.…”

Section: Four Key Dimensions Of Gcc Countries Leadershipmentioning

confidence: 98%

“…While a linear active leader is perceived to be outcomes-oriented and a multi-active leader is perceived to be relationship-oriented, a reactive leader is perceived to be consensus-oriented. Consensus orientation is enhanced further through the Islamic traditions of shura (Brooks and Mutohar, 2018), which translates directly to consultation and is a term often relegated to governmental leadership. It implies within Islamic culture a duty of leaders to obtain opinions and concerns from samples of society before imposing governmental decisions.…”

Section: Four Key Dimensions Of Gcc Countries Leadershipmentioning

confidence: 99%

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Conceptualizing school leadership in the Gulf Cooperation Council (GCC) cultures: Demarcating challenges for research

Bailey¹,

Purinton²,

Al-Mahdi³

et al. 2019

Educational Management Administration & Leadership

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Although school turnaround has been studied extensively in Western contexts such as the United States, the applicability of remedies to the Gulf Cooperation Council (GCC) countries has not been extensively studied. The literature that exists predominantly uses a Western cultural lens. This article identifies four key dimensions of leadership for transformation of schools—what is leadership, who becomes a school leader, how are leaders supported, and do school leaders believe they can succeed—, contrasting between the Gulf region and the West; in doing so, the article seeks to explain why the solutions to school failure that originate from the West, widely understood around the globe, are either irrelevant or of limited use in this region. Drawing in part on the authors’ experience in establishing a leadership centre, through collaboration between the Ministry of Education in Bahrain and the Bahrain Teachers College, the article calls for systematic empirical studies to establish how each of the four dimensions inform region-specific approaches to leadership for school transformation and quality improvement. It concludes by arguing that researchers should explicitly consider the extent to which their findings can be translated into practical leadership action in a range of cultural settings.

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Section: Four Key Dimensions Of Gcc Countries Leadershipmentioning

confidence: 98%

Section: Four Key Dimensions Of Gcc Countries Leadershipmentioning

confidence: 99%

Conceptualizing school leadership in the Gulf Cooperation Council (GCC) cultures: Demarcating challenges for research

Bailey¹,

Purinton²,

Al-Mahdi³

et al. 2019

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…Shura emphasized that Islamic leaders took a balanced position between the needs of individuals and groups. The concept of shura reflects the importance of school leaders in fostering collaborative school culture, increasing student learning, and participation, caring, and cooperation [17]. c. Respect differences of opinion / Ikhtilaf, which requires leaders to have flexibility in decision making.…”

Section: Islamic Leadership In Education Organizationsmentioning

confidence: 99%

Characteristics Of Islamic Education Leadership: Literature Review

Na’imah

Muhibbin

2020

TSSJ

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Leadership and management are different concepts, but both can be collaborated to achieve active organizational goals. Leadership theories have been developed, but there are still gaps in the idea of leadership when applied in school organizations. Leadership in an Islamic perspective is not just a social contract between the leader and his subordinates but also a psychological contract between the leader and God. Leadership in Islam is a mandate, namely a psychological agreement between a leader and his assistants that there will be fair treatment, protection, and guidance for subordinates. Therefore the Islamic values that must color the work of Islamic leaders in educational organizations are sincere, shura, ikhtilaf, maslaha, amar ma'ruf nahi munkar, husba, and tafakur.

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“…Nizar (2013) suggests that, judging from the historical aspect, the existence Islamic School in the classical XXI century (at present) is not much different. The dynamics of Islamic School grows and takes root from culture of local society will not escape the dynamics and civilization of society (change of society) (Brooks & Mutohar, 2018;Ghufron & Nasir, 2019). It is not wrong to say that many Islamic Schools grow and develop from bottom to up.…”

Section: Furthermorementioning

confidence: 99%

Education Empowerment of Madrasah at Fisherman Society in Suku Laut Kuala Tungkal Jambi

Jailani

Harun

2020

Al-Ta'lim J.

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This study is aimed at revealing how is the Empowerment Education of Madrasah at Fisherman village Suku Laut Kuala Tungkal Jambi Province. Islamic schools are generally born from the initiation of society as a form of concern for the condition of the people, especially children in understanding the special religion of Islam as a matter of doubt. This research is conducted by using qualitative approach, where the stage is based on the opinion of Spradley . Data collection methods and data validity refer to Denzin and Lincoln and Guba. Result search, Islamic schools gait has contributed greatly to this country not only in providing a religious understanding, but also in participating to educate the children of the nation through the educational process that has lasted tens or even hundreds of years. In its journey, the empowerment of Islamic schools experienced various dynamics, commitment of Islamic school leadership, public awareness and supporting efforts became the issue that made Islamic schools hard to develop as expected.

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Islamic school leadership: a conceptual framework

Cited by 46 publications

References 52 publications

Conceptualizing school leadership in the Gulf Cooperation Council (GCC) cultures: Demarcating challenges for research

Conceptualizing school leadership in the Gulf Cooperation Council (GCC) cultures: Demarcating challenges for research

Characteristics Of Islamic Education Leadership: Literature Review

Education Empowerment of Madrasah at Fisherman Society in Suku Laut Kuala Tungkal Jambi

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