Madrasah Principal Leadership in Building a Quality Culture at Islamic Junior Secondary Schools
Abstract
Purpose – This study explores how madrasah principals build and sustain a quality culture in Islamic junior secondary schools by examining leadership vision, exemplary conduct, academic supervision, teacher development, stakeholder participation, quality evaluation, and the integration of Islamic values.
Methodology – An interpretive qualitative multiple-case study was conducted at three Islamic junior secondary schools in Banyumas Regency, Central Java. Twenty-one participants were selected through purposive and snowball sampling. Data from semi-structured interviews, non-participant observations, and documents were analysed through within-case and cross-case thematic analysis.
Findings – Five themes emerged: translating quality vision into institutional routines, leading through exemplary Islamic values, transforming supervision into professional learning, developing shared responsibility, and institutionalizing continuous improvement. Quality culture was strongest when relational leadership and formal management systems reinforced one another.
Implications – Madrasah principals should integrate participatory planning, developmental supervision, teacher learning, documentation, evaluation, and Islamic ethical principles into context-sensitive quality-management practices.
Originality – The study conceptualizes quality culture as a collective meaning-making and institutionalization process shaped by integrated transformational, instructional, participatory, managerial, and Islamic leadership practices.
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