RECONSTRUCTING TRANSFORMATIONAL LEADERSHIP THROUGH ISLAMIC VALUES: A MODEL FOR IMPROVING INSTITUTIONAL PERFORMANCE IN ISLAMIC EDUCATION

Abstract

This study aims to reconstruct transformational leadership through Islamic values as a model for improving performance of Islamic educational institutions. The primary focus is to integrate transformational leadership principles with Islamic teachings and values to create a more contextual and relevant leadership model in Islamic educational environments. The method used was qualitative approach with case study design at three Islamic educational institutions in East Java, Indonesia—known for consistently applying Islamic values in leadership and management—selected purposively based on stable performance, clear leadership structure, and integration of Islamic values into organizational culture. Data sources included primary respondents (institutional leaders, unit heads, senior teachers) and supporting informants (administrative staff, students, alumni), obtained through in-depth semi-structured interviews, participant observation during daily activities and meetings, and documentation analysis (vision-mission, organizational structure, operational guidelines, performance reports). Data analysis employed interactive model of Miles, Huberman, and Saldaña (data condensation, display, verification) with content analysis, discourse analysis, and interpretive analysis, with triangulation and member checking to ensure trustworthiness. Results indicate that Islamic values such as ikhlas (sincerity), amanah (trustworthiness), adl (justice), shura (deliberation), siddiq (honesty), sabr (patience), tawakkal (reliance), ijtihad (creative reasoning), and ihsan (excellence) strengthen dimensions of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Islamic values transform idealized influence from charisma-based to morality-based role modeling, inspirational motivation from vision-based to value-based purpose, intellectual stimulation from challenging assumptions to ijtihad within Sharia framework, and individualized consideration from coaching to rahmah-based empowerment. The resulting Islamic Transformational Leadership Model demonstrates synergy between Islamic values and transformational leadership in improving institutional performance across managerial (efficiency, accountability), academic (innovation, quality), and spiritual (akhlaq, ukhuwah) aspects. Implications show importance of internalizing Islamic values in leadership practices to create productive, ethical work culture oriented toward holistic Islamic vision of education. The model is expected to serve as reference for more effective and sustainable leadership development in Islamic educational institutions, bridging managerial, spiritual, and social dimensions within coherent contextual framework