KEPEMIMPINAN PENDIDIKAN ISLAM DALAM PERSPEKTIF KRITIS: REFLEKSI ATAS PRAKTIK MANAJERIAL DI LEMBAGA PENDIDIKAN

Abstract

Leadership in Islamic education plays a strategic role in determining the direction and quality of educational management. However, leadership practices in many Islamic educational institutions tend to be normative and formalistic, with limited managerial reflection. This study aims to critically examine Islamic educational leadership by focusing on managerial practices within educational institutions. The research employs a qualitative approach using a library research design. Data were collected from academic books, journal articles, and scholarly publications related to leadership and Islamic education management. The findings indicate that normative–formalistic leadership shapes hierarchical power relations, restricts organizational participation, and weakens managerial reflection and evaluation. These conditions highlight the need for a shift toward reflective–transformative leadership that integrates Islamic educational values with participatory and adaptive managerial practices. This study concludes that reflective–transformative leadership is essential for strengthening sustainable governance in Islamic educational institutions.