The Case Study of Islamic-Education Leadership Model: What We Can Learn from the Dynamics of Principals’ Leadership in Indonesian Excellence Islamic Boarding-Schools

Erika Setyanti kusumaputri, Hanifah Latif Muslimah, Enny Iroh Hayati
(Submitted 4 November 2022)
(Published 28 April 2023)


Educational leadership research has been more oriented toward western theories and contexts, ignoring the contextual conditions that shape leadership styles and characteristics. Whereas some ideas analyze that leadership is inseparable from context and is more appropriate according to the setting of a particular society. This study aims to avoid bias when interpreting leadership patterns by finding a concept of Islamic leadership in the field of Education. This research was conducted using qualitative research methods with a case study approach. The participants of the study were two principals and five academic staff in two well-known excellent Islamic senior high schools which become school models pointed out by MORA Indonesia. The data validity checking technique was done by credibility test including method triangulation namely using direct interviews, observations, online surveys, and data sources triangulation using participative observations, school archives, field notes, photos, and video documentation while the researchers were at the location. Triangulation is used to check data from various sources in various ways. Study results showed that the principal's leadership pattern implemented Islamic religious values and the context of the society. Indonesia is predominantly Muslim, where Islamic-based education has been facilitated by the state and included in the policy system, so the findings can be considered when carrying out educational management based on Islamic values.


Education; Islamic Leadership; Leadership

Full Text: PDF

DOI: 10.22146/jpsi.78892


Abbas, D., & Tan, C. (2020). Transformational Islamic leadership: A case study from Singapore. In Global Perspectives on Teaching and Learning Paths in Islamic Education (pp. 76-91). IGI Global.

Abdullah, J. B. and Kassim, J. (2012). Promoting learning environment among the Islamic school principals in the state of Pahang, Malaysia. Multicultural Education & Technology Journal, 6(2), 100-105.

Adams, D., Thien, L. M., Chuin, E. C. Y., & Semaadderi, P. (2021). The elusive Malayan tiger ‘captured’: A systematic review of research on educational leadership and management in Malaysia. Educational Management Administration & Leadership,

Ail, N. M. M., & Abdullah, Z. (2016). Murabbi Leadership Model in MRSM and Malaysian Secondary Schools. Educational Leader (Pemimpin Pendidikan), 4, 124-136.

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), 1-10.

Ahlin, E. M. (2019). Semi-structured interviews with expert practitioners: Their validity and significant contribution to translational research. In SAGE Research Methods Cases.

Ahmad, R. H., & Salamun, H. (2017). Moral commitment in Rabbani leadership of National Islamic Secondary School Principals in Malaysia. MOJEM: Malaysian Online Journal of Educational Management, 1(2), 41-63.

Almoharby, D., & Neal, M. (2013). Clarifying Islamic perspectives on leadership. Education, Business and Society: Contemporary Middle Eastern Issues,6(3/4), 148-161.

Brooks, M. C., & Mutohar, A. (2018). Islamic school leadership: A conceptual framework. Journal of Educational Administration and History, 50(2), 54-68.

Clarke & O'Donoghue (2017)Educational leadership and context: A rendering of an inseparable relationship. British Journal of Educational Studies, 65, 167-182.

Davies, B. (ed.) (2005). The essentials of school leadership. Sage Publications.

Egel, E., & Fry, L. W. (2017). Spiritual leadership as a model for Islamic leadership. Public Integrity, 19(1), 77-95.

Fozia, M., Rehman, A., & Farooq, A. (2016). Entrepreneurship and leadership: An Islamic perspective. International Journal of Economics, Management and Accounting, 24(1), 15–47.

Hallinger, P & Liu. (2016). Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness. International Journal of Educational Development, 51, 163-173. DOI: 10.1016/j.ijedudev.2016.10.001

Ibrahim, A. (2015). Accountability (hisbah) in Islamic management: the philosophy and ethics behind its implementation. International Journal of Humanities and Social Science, 5(8), 184-190.

Jaffar, Y., Razak, A.Z.B., Embong, R. and Shuhari, M.H. (2019). The concept of ulul albab principal leadership. International Journal of Academic Research in Business & Social Sciences, 9(11), 726-731.

Jamil, T. N. H. T., Abd Khafidz, H., & Osman, K. (2018). The approach of tafakkur in sirah education. Al-Hikmah, 10(2), 119-130.

Kementerian Agama RI Direktorat Jenderal Pendidikan Islam. (2015). PMA No. 60 of 2015. Retrieved from

Milligan, J.A. (2010). The Prophet and the Engineer Meet Under the Mango Tree: Leadership, Education, and Conflict in the Southern Philippines. Educational Policy. 24(1):28-51.

Mujtahid, M. (2011). Pengembangan Madrasah dan Sekolah Islam Unggulan. El-hikmah Fakultas Tarbiyah UIN Malang, IX(1). 179 274–289

Othman, A., & Wanlabeh, A. (2012). Teacher’s perspectives on leadership practice and motivation in Islamic private schools, southern Thailand. Asian Education and Development. 1(3), 237–250.

Othman, A., Bakar, S. A., & Faizuddin, A. (2018). Jama’ah and collegial model in educational institutions: Lessons and principles learned from Quran and sunnah. Al-Shajarah: Journal of the International Institute of Islamic Thought and Civilization (ISTAC), International Islamic University Malaysia (IIUM), special issue: education. 99–116.

Raihani. (2007). An Indonesian model of Successful school leadership. Journal of Educational Administration,46(4), 481-496.

Raihani. (2017). Exploring Islamic school leadership in a challenging Southern Thailand context. Studia Islamika, 24(2), 271-293.

Salamun, H. (2013). An Islamic perspective on educational leadership. Al-Shajarah: Journal of the International Institute of Islamic Thought and Civilization (ISTAC) 18(1). 103–129. Retrieved from

Salamun, H. (2015). Memupuk Budaya Ilmu Melalui Kepimpinan Rabbani Di Sekolah Menengah. Educational Leader (Pemimpin Pendidikan), 3, 110-125.

Salamun, H. & S. Shah (2012). Investigating the concept of Rabbani leadership practices at secondary schools in Malaysia. Business & Management Quarterly Review, 3(2), 33-47.

Saleemad, K. Eamoraphan, S., & Vinitwatanakhum, W. (2012). Development of a Leadership Model for Islamic School Leaders in Thailand. Scholar: Human Sciences, 4(2). 68–72. Retrieved from

Salleh, M. J. (2018). Educational leadership model: An Islamic perspective. Al-Shajarah: Journal of the International Institute of Islamic Thought and Civilization (ISTAC) special issue, 49–70. Retrieved from

Shah, S. (2006). Educational leadership: an Islamic perspective. British Educational Research Journal, 32(3), 363–385.

Shah, S. (2010). Re-thinking educational leadership in multicultural communities: exploring the impact of cultural and belief systems, special issue. Journal of Leadership in Education, 13(1), 27–44.

Shah, S. (2017). Education, Leadership and Islam: Theories, Discourses and Practices from Islamic Perspectives. Routledge Taylor & Francis Group.

Shulhan, M. (2018). Leadership style in the madrasah in Tulungagung:How principals enhance teacher’s performance. International Journal of Educational Management,32(4), 641-651.

Taib, M.R., Abdullah, Z. and A.Ghani, M.F. (2016). Kepimpinan ulul al-bab: Kajian Awal di Maktab Rendah Sains MARA. Jurnal Kepimpinan Pendidikan,3(2), 60-79.

Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage.


  • There are currently no refbacks.

Copyright (c) 2023 Jurnal Psikologi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.