An Integrative -Transformative Paradigm for Islamic Educational Leadership in the Modern Era
DOI:
https://doi.org/10.54437/attadbir.v4i2.3837Abstract
Changes in the educational environment call for Islamic educational leadership capable of upholding Islamic values whilst managing and responding to institutional changes. This study aims to formulate an integrative-transformative paradigm in Islamic educational leadership through the interconnection of Islamic values, managerial professionalism and transformation. The research utilised a literature review (library research) employing a descriptive-analytical approach. The sources of the study comprised scientific journal articles and academic publications relevant to the research focus. Analysis was conducted through the identification, categorisation, comparison, interpretation, and integration of concepts. The research findings indicate that Islamic values serve as a normative foundation that provides ethical direction for leadership; managerial professionalism acts as a mechanism for translating these values into institutional management; whilst transformation serves as an orientation for responding to change, developing innovation, and enhancing institutional capacity. These three dimensions form an integrative-transformative paradigm that positions leaders as guardians of values, managers of institutions, and agents of change. The contribution of this research lies in the formulation of the functional relationships between these three dimensions within a single conceptual framework for Islamic educational leadership. This framework remains conceptual in nature and requires empirical testing across various contexts of Islamic educational institutions
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