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This study aims to analyze the strategies employed by madrasah principals to enhance teacher professionalism through the implementation of managerial functions, academic supervision, entrepreneurship, and socio-spiritual leadership at MAN 1 Bandung and MAN 2 Bandung. The study employs a qualitative approach using a descriptive case study method. Data collection techniques included in-depth interviews, participatory observation, and document analysis, while data analysis was conducted using the Miles and Huberman model through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that strategies for enhancing teacher professionalism begin with needs-based planning, followed by strengthening clinical academic supervision, fostering a collaborative and innovative work culture, and implementing continuous evaluation. The implementation of these strategies has a positive impact on improving teachers’ pedagogical and professional competencies, work discipline, and the quality of learning. The novelty of this research lies in the discovery of the “Resilient Professionalism” model a model of teacher professionalism that emphasizes resilience and adaptability to changes in curriculum, technology, and educational dynamics. This model is built through the synergy of the spiritual-managerial leadership of the madrasah principal and the collective efficacy of teachers to achieve sustainable quality in Islamic education.

This study aims to analyze the influence of the implementation of the Internal Quality Assurance System (SPMI) and principal leadership on the quality of educational services in South Konawe Regency, Southeast Sulawesi. The research employed a quantitative descriptive approach with a survey design to obtain an empirical overview of the relationships among the variables examined. The population consisted of all principals at the elementary, junior high, senior high, and vocational high school levels, totaling 70 respondents. The sampling technique used purposive sampling based on specific criteria relevant to the research objectives. Data were collected through questionnaires that had been tested for validity and reliability to ensure the accuracy and consistency of the research instrument. Data analysis was conducted using multiple linear regression with the assistance of SPSS version 25.0. Prior to hypothesis testing, classical assumption tests were performed, including normality, multicollinearity, and heteroscedasticity tests, to ensure the feasibility of the regression model. Furthermore, the F-test was conducted to examine the model’s overall significance, while the t-test was used to determine the partial effect of each independent variable on the dependent variable. The results indicate that the implementation of SPMI and principal leadership have a positive and significant effect on the quality of educational services. These findings highlight the importance of strengthening managerial capacity and internal commitment in implementing SPMI, as well as enhancing principal leadership quality to continuously improve educational service standards and overall education quality.

The principal’s leadership plays a strategic role in determining the direction and quality of educational implementation in schools. This study aims to analyze the implementation of integrative leadership based on prophetic values through the application of transformational, instructional, and servant leadership styles at SMA Muhammadiyah PK Kottabarat Surakarta. Islamic-based schools face challenges in integrating academic excellence with the development of religious character; therefore, a leadership model is required that is not only managerially effective but also morally and spiritually grounded. This research employed a qualitative approach with a field study design. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed using interactive analysis techniques with triangulation to ensure data validity. The findings indicate that the integration of transformational, instructional, and servant leadership forms an Islamic Integrative Leadership model that combines a vision for change, the strengthening of learning quality, and the values of service and exemplary conduct within an Islamic framework. Transformational leadership fosters a shared vision and an innovative culture; instructional leadership enhances the quality of the learning process through effective academic supervision; while servant leadership creates a humanistic and participatory school climate. This leadership model contributes to improving teacher professionalism, strengthening students’ character, and establishing a religious school culture oriented toward holistic and sustainable educational quality.

Guidance and counseling is an essential service in the academic framework that aims to support the optimal development of students. The success of BK services does not only depend on the competence of guidance and counseling teachers, but also on the involvement and synergy of all school personnel. However, in practice, BK services are often understood as the individual responsibility of BK teachers, so that the roles of other school personnel have not been optimally integrated. This research seeks to delineate the duties and responsibilities of school personnel in guidance and counseling activities and to examine the patterns of collaboration that have been established in their implementation. This research utilizes a qualitative approach using a literature study method, with data sources in the form of accredited national journal articles and related scientific publications over the past five years. The data were evaluated by employing content analysis techniques to identify topics related to the roles of the principal, guidance counselors, homeroom teachers, subject teachers, and educational staff. Findings from this research indicate that the effectiveness of guidance and counseling services is greatly influenced by the clarity of the division of tasks, managerial support from the principal, and collaboration between school personnel. The findings also reveal a gap between the ideal concept of collaborative guidance and counseling services and their implementation in schools. The Scientific implications stress the vital role of strengthening coordination and integration of the roles of school personnel in developing more effective, systematic, and sustainable guidance and counseling services.

This study aims to analyze the relationship between school principals' leadership and the management of curriculum and educational programs in schools. Principals play a strategic role in guiding, coordinating, and developing the curriculum to align with the school's vision, mission, and the needs of students. Through a qualitative descriptive approach based on literature review, this study highlights the importance of principals' managerial competence in planning, implementing, and evaluating the curriculum. The findings indicate that the effectiveness of educational programs, whether intracurricular, co-curricular, or extracurricular, is highly influenced by the principal's ability to manage human resources, facilities, and the school's organizational climate. Thus, good curriculum management under the leadership of the school principal significantly contributes to the overall improvement of education quality. 1) to analyze the role of the principal in curriculum management at the school, 2) to analyze the role of the principal in the implementation of educational programs, 3) to analyze the relationship between the principal's role in curriculum management and the implementation of educational programs at the school, 4) to analyze the factors that affect the effectiveness of the principal in managing the curriculum and educational programs, 5) to analyze how the principal's leadership contributes to the improvement of the quality of educational programs, 6) to analyze the obstacles faced by the principal in managing the curriculum and educational programs.

Islamic character education has become a central focus of madrasah education; however, its planning is often implemented normatively without adequate managerial and evaluative mechanisms. This study aims to analyz ethe planning of Islamic character educationatMTs Persis 23 by examining the alignment betweent he madrasah’s strategic direction, curriculum, instructional practices, habituation programs, and character evaluation. Using a qualitative case study approach, data were collected through document analysis, classroom and school observations, and in-depth interviews with the head of the madrasah, the vice principal for curriculum, and home room teachers. Data were analyzed thematically to identify patterns of planning, implementation, and evaluation. The findings reveal that the madrasah has established a strong strategic foundation for character education through its vision, mission, and religious school culture, positioning character development as a core educational objective. Character values are integrated in to the Madrasah Operational Curriculum, lessonplans, and daily habituation activities functioning as a hidden curriculum. Nevertheless, the planning of character education remains weak at the operational level, particularly due to the absence of m easurable behavioral indicators, standar dizede valuation instruments, and systematic documentation of students’ character development. This study highlightsthe gap between normativ estrategic intentions and managerial implementation. It recommends the development of simple behavioral indicators, baselineand longitudinal character assessments, ands trengthenedpe dagogical supervision to ensure that character education planning is implemented systematically and sustainably.    

This study analyzes the role of Islamic leadership in enhancing educational innovation through the integration of managerial, spiritual, and collaborative values ​​in Islamic schools. Using a qualitative literature review method, this study investigates how principals can apply the principles of amanah (trust) and ithqan (trustworthiness) as a basis for professional and ethical management. The results indicate that effective leadership in madrasas requires a balance between spiritual values, managerial competencies, and a collaborative culture that supports educational excellence. Furthermore, this study emphasizes the importance of educational supervision as a strategy for maintaining innovation and continuous improvement in Islamic educational institutions. An Islamic leadership approach that prioritizes integrity, professionalism, and knowledge sharing will foster an innovative and productive environment. Principals, as leaders, are not only responsible for academic success but must also be able to build a harmonious work climate, prioritize ethics, and continuously encourage positive changes in the learning process. Thus, this study contributes to the development of relevant leadership models in the context of Islamic education.

School management quality is a vital factor in determining the success of the educational process, yet current efforts often appear partial and sub-optimal due to shortcomings in planning, supervision, and human resource development. This library research, employing a descriptive analytical method and systematic literature review through academic databases, aimed to analyze the crucial role of educational leadership in enhancing school management quality. The findings indicate that the core tasks of educational leadership encompass strategic planning, resource management, academic supervision, and integrated decision-making, all of which are fundamental for quality-oriented school governance. Effective leadership is characterized by vision, strong communication, adaptability, and a deep commitment to professional development. The study concludes that the success of improving school management quality is highly dependent on the principal’s ability to execute leadership tasks that are visionary, professional, strategic, and sustainable. Therefore, it is strongly recommended that principals consistently enhance their managerial and supervision competencies and cultivate a school culture that is professional and oriented towards continuous quality improvement.  

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

This research is motivated by the importance of the role of madrasah supervisors in providing effective supervision to improve the quality of madrasah principals' performance, especially in private Madrasah Tsanawiyah environments. Supervisory supervision not only functions as a quality control tool, but also as a means of coaching, mentoring, and empowering madrasah principals in carrying out managerial, leadership, and school development tasks. The purpose of this study is to analyze how supervisory supervision management can improve the performance of private Madrasah Tsanawiyah principals, as well as to identify the most relevant supervision strategies in supporting the achievement of educational quality. The research method used is a qualitative approach with data collection techniques through interviews, observations, and documentation, which are then analyzed descriptively. The results of the study indicate that the implementation of planned, systematic, and continuous supervisory management has a positive effect on improving the competency of madrasah principals in the aspects of planning, program implementation, and educational evaluation. The findings also show that participatory and communicative supervision can build motivation and a sense of responsibility of madrasah principals in managing institutions effectively. The implication of this research is the need to improve the capacity of madrasah supervisors through training and role strengthening so that supervision can truly drive optimal madrasah principal performance, thus impacting the quality of education in private junior high madrasahs.

This study investigates the simultaneous and individual effects of School-Based Management (SBM), principal supervision, transformational leadership, and work culture on the performance of junior high school teachers in Serang City, Indonesia. Against the backdrop of the Merdeka Curriculum and the shift to hybrid learning in the post-pandemic era, the research addresses persistent challenges such as hierarchical school cultures and technological disparities. Employing a quantitative ex post facto approach, data were collected from 316 teachers across public and private schools through structured questionnaires, classroom observations, and document analysis. Multiple linear regression analysis reveals that SBM, principal supervision, transformational leadership, and work culture each have significant and positive impacts on teacher performance, with transformational leadership and work culture exerting the most substantial influence. The results demonstrate that 74% of the variance in teacher performance can be explained by these four organizational factors, underscoring their critical role in shaping pedagogical competence, classroom management, and professional development. The study further highlights the necessity for comprehensive managerial training, the integration of technology in supervisory practices, and the cultivation of collaborative and innovative work cultures. Practical recommendations include enhancing principal leadership capacity, fostering instructional supervision, and investing in digital infrastructure to support sustainable improvements in teacher performance. The findings contribute to the body of knowledge on educational management in Indonesia and offer actionable insights for policymakers, school leaders, and educators aiming to strengthen teacher effectiveness amidst ongoing educational reforms and digital transformation.

Improving the quality of education is one of the main priorities in developing a highly competitive human resource. In this context, excellent leadership serves as a key element that determines the direction, strategy, and success of educational transformation across all levels of education, from primary education to higher education. This article examines the urgency of visionary, inspirational, and adaptive leadership in driving the improvement of educational quality in a dynamic and complex era of change. Using a qualitative approach through literature review, policy document analysis, and observation of leadership practices, the study finds that effective educational leadership can foster a positive organizational culture, enhance motivation and participation among all stakeholders, and optimize innovation and professionalism among educators. Beyond managerial skills, excellent leadership is characterized by moral integrity, communication proficiency, collaborative abilities, and strategic decision-making skills that significantly impact learning quality. The findings indicate that educational reform cannot succeed without strong, consistent, and quality-oriented leadership. Furthermore, the development of leadership capacity within the educational ecosystem, including school principals, higher education leaders, and program administrators, should be a priority agenda in formulating policies and educational practices in Indonesia. Therefore, this article provides important implications for policymakers, educational practitioners, and researchers to design sustainable, innovative, and responsive leadership development programs. It also emphasizes the significance of leadership as a key factor in achieving high-quality, sustainable education capable of competing at the global level. The study underscores that investing in leadership development is not only a strategy to enhance educational outcomes but also a necessary step in ensuring that Indonesia’s education system can adapt to rapid changes and meet international standards.

This article discusses the implementation of policies to create a conducive school culture and climate as an important part of efforts to improve the quality of learning. A safe, comfortable, and orderly learning environment is essential for effective and enjoyable learning. This study aims to analyze the strategies and roles of the principal and all school members in shaping a positive school culture and climate. The main focus lies on four managerial aspects: program planning, organization, leadership implementation, and structured control. This study uses a qualitative method with a case study approach, applied in several elementary schools. Data were collected through field observation techniques, in-depth interviews with related parties (such as the principal, teachers, and students), and documentation studies of school policies and programs. The main findings indicate that a conducive school culture and climate are formed through a series of consistently implemented positive habits, strong collaboration among school members, and the visionary and communicative leadership of the principal. In addition, the active involvement of all school elements in creating an atmosphere of mutual respect and support is very influential in building a positive learning environment. Policy implementation is not merely administrative, but also emphasizes the development of character values, discipline, and a sense of shared responsibility. The end result is improved learning quality and improved student character, demonstrating that school climate and culture play a crucial role in the overall educational process.

Education is the primary foundation for developing competitive and high-quality human resources; therefore, the management of educational institutions such as schools and madrasahs requires a structured, efficient, and quality-oriented management system. This study aims to examine the implementation of management in the administration of schools/madrasahs, covering the basic concepts of educational management, the role of school principals, stages of implementation, and related strategies. A descriptive qualitative approach was used, with data collected through literature studies from various academic sources. The results show that effective educational management includes an integrated process of planning, organizing, implementing, and supervising all educational resources. The school principal plays a central role as a transformational leader who directs the vision and success of the institution. The implementation process includes stages of socialization, piloting, and dissemination, while the strategies involve school categorization, phased programs, and regulatory strengthening. This entire managerial process is essential in building adaptive, accountable, and high-quality educational institutions.

This study describes the role of leadership in improving the quality of education through School Based Management which is applied at S MI Roudlotul Jannah Prambon with the formulation of the research problem: What is the role of leadership in improving the quality of education, What are the supporting and inhibiting factors in improving the quality of education through School Based Management . The method used is a qualitative approach with a case study approach. Data collection techniques are used by observation, interviews and documentation studies. Data analysis techniques are made by data reduction, data display and conclusion (verification) and data validity. The results of this study indicate that school principals have implemented SBM to improve the quality of education with the following activities: First, madrasah heads have planned and evaluated school programs, curriculum management and teaching and learning processes, student services, human resource management, financial management, facility management and Infrastructure and School-Community Relations. Second; the head of the madrasa plays a role as; Supervisors, Managerial and Educators thus the leadership role of the head of the madrasa at MI Roudlotul Jannah in order to improve the quality of education, has been quite well demonstrated by the graduation standards which increase every year. Third; supporting and inhibiting factors include: Supporting: Visionary Leadership, Qualified Teachers, Relevant Curriculum, Parental and Community Participation and Adequate Facilities; Barriers: Technology and Globalization Challenges, Lack of Funding Sources, Inadequate Evaluation and Monitoring, Lack of Access to Technology and Infrastructure.

It is very important for the principal to overcome teacher indiscipline by implementing effective management. This will be the basis for achieving educational goals. This field research is a form of qualitative descriptive taking the object of the principal's managerial competence in improving teacher discipline, located at SMK Al Ghozaly Wonosobo, conducted in March 2025 - June 2025 in semester 2 (two) of the 2024/2025 academic year. The subjects of the study included the principal, the curriculum vice principal, and several educators and education personnel. Data were obtained through interviews, observations, and documentation to then be analyzed descriptively. The results of the research show that the principal of SMK Al Ghozaly Wonosobo has implemented the five main functions of management, careful planning, effective organizing, clear notification, motivating direction, and comprehensive supervision. The principal's technical, human, and conceptual expertise play an important role in supporting the improvement of teacher discipline. The implementation of punishment is more prominent and felt directly compared to rewards, the effectiveness of punishment in encouraging minimal discipline, but not yet optimal for long-term behavioral changes, the relationship between leadership communication and clarity of reward-punishment criteria affects teacher acceptance. This finding leads to the direction of future research to examine more broadly the dominant and effective punishment system to encourage minimal teacher discipline through direct sanctions for the sake of more specific precision of findings.

This study aims to analyze how adaptive curriculum encourages learning flexibility and its contribution to improving the quality of education in the era of disruption. The research approach used is qualitative with a case study type. This research was conducted at MI Al Khoiriyyah, Muara Bungo, Indonesia. Data collection techniques include in-depth interviews, observation, and documentation. Data analysis was carried out through data reduction techniques, data presentation, and drawing conclusions, while the validity of the data was checked by triangulation of sources and techniques. The results of the study indicate that adaptive curriculum provides flexible space for teachers to adjust learning methods and materials according to student characteristics, supported by the visionary managerial leadership of the principal and the use of digital technology. These findings show that the success of adaptive curriculum is greatly influenced by the synergy between educational actors and supporting facilities that are responsive to change. The contribution of this study lies in a comprehensive understanding of the practice of implementing adaptive curriculum and strategic recommendations for the development of future education policies.

This study aims to analyze the management of educational facilities and infrastructure at SD Negeri 060857 through interviews with the principal, teachers, and students. The main focus includes aspects of adequacy, efficiency, and effectiveness of school facility management in supporting learning. The interview instrument for the principal focuses on strategic planning, evaluation, and technology integration in management. For teachers, it focuses on perceptions of the adequacy of facilities and involvement in the managerial process. Meanwhile, for students, the interview explores direct experiences of the comfort and quality of the available facilities. The results of the study are expected to provide a holistic picture as a basis for improving the management of facilities and infrastructure to be more planned, efficient, and sustainable in supporting quality education.

This study aims to analyze the leadership of elementary school principals in Sijamapolang District, Humbang Hasundutan Regency, using a qualitative approach with a case study method. The research focuses on how school principals carry out their leadership roles in managerial functions, academic supervision, and fostering social relationships within the school environment. Data were collected through in-depth interviews, direct observations, and document analysis involving three purposively selected elementary schools as case study subjects. The findings indicate that school principals play a strategic role in creating a conducive school climate, motivating teachers, and encouraging the participation of school stakeholders. However, challenges such as limited resources, low community involvement, and a lack of leadership training were found to affect leadership effectiveness. These findings provide valuable insights for developing school leadership capacity in remote areas and emphasize the importance of ongoing professional development to improve the quality of education.