Transformational School Leadership and the Making of a Professional Educator Ecosystem in Islamic Secondary Education
DOI:
https://doi.org/10.20414/elhikmah.v19i1.13319Keywords:
Transformational leadership, school principal, educator ecosystem, teacher professionalism, Islamic educationAbstract
Abstrak: Pendidikan merupakan pilar utama dalam membentuk generasi bangsa yang cerdas dan berakhlak mulia. Dalam konteks tersebut, kepemimpinan kepala sekolah memiliki peran strategis dalam menciptakan ekosistem pendidik yang profesional, khususnya di SMA Muhammadiyah 3 Jember. Penelitian ini bertujuan untuk mengkaji bagaimana kepemimpinan transformasional kepala sekolah, yang diwujudkan melalui fungsi manajerial, supervisi akademik, dan pembinaan profesional, berkontribusi terhadap pengembangan kompetensi guru secara berkelanjutan. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kepala sekolah yang visioner, komunikatif, dan konsisten dalam mengimplementasikan program peningkatan kompetensi guru mampu membangun budaya belajar yang kolaboratif, reflektif, dan berorientasi mutu. Dukungan kepala sekolah terhadap pengembangan profesional berkelanjutan—melalui pelatihan, komunitas belajar, dan evaluasi berkala—terbukti efektif dalam meningkatkan kualitas pengajaran. Dengan demikian, kepemimpinan transformasional kepala sekolah berperan sebagai katalisator utama dalam pembentukan ekosistem pendidik yang profesional di lembaga pendidikan Islam tingkat menengah.
Kata kunci: Kepemimpinan transformasional, kepala sekolah, ekosistem pendidik, profesionalisme guru, pendidikan Islam
Abstract: Education serves as a fundamental pillar in shaping a generation that is intellectually capable and morally grounded. Within this context, the leadership of school principals plays a strategic role in cultivating a professional educator ecosystem, particularly in Islamic secondary education settings such as SMA Muhammadiyah 3 Jember. This study examines how transformational school leadership—manifested through managerial functions, academic supervision, and professional development initiatives—contributes to the continuous growth of teachers’ competencies. Employing a descriptive qualitative approach, data were collected through in-depth interviews, observations, and document analysis. The findings reveal that a visionary, communicative, and consistent principal, who effectively implements teacher development programmes, is able to foster a collaborative, reflective, and quality-oriented learning culture. Furthermore, the principal’s support for continuous professional development—through training, learning communities, and periodic evaluations—has proven effective in enhancing teaching quality. In conclusion, transformational school leadership functions as a key catalyst in shaping a professional educator ecosystem within Islamic secondary education institutions.
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