Integrated Islamic School Management: Leaders' Policies and Stakeholders' Responses

Abstract

This research aims to explore the principal's policy as a leader at SDMT Ponorogo. In this research, the author used a qualitative method. The researcher obtained data from observations and interviews conducted at SDMT Ponorogo. In addition, the researcher also used the library research method, which involves analysing and utilising written literature such as books, scientific journals, and newspapers as the main sources. Amidst globalisation and the challenges of modern education, school leaders play a key role in formulating policies that accommodate Islamic values and meet contemporary educational needs. SDMT Ponorogo implements an upgrading program, where existing programs are reworked and improved to achieve the school's vision and mission and enhance its quality. This includes various aspects, such as curriculum development, improvement of physical facilities, teacher training, utilisation of educational technology, and so on. SDMT leaders regularly measure and evaluate the success of the upgrading program through a series of planned and structured steps. One approach is through a co-movement process, where all stakeholders, including school staff, students, parents and the local community, are actively involved in monitoring and evaluating program implementation. This process allows for broad engagement and collective awareness of the program's objectives. The results showed that the involvement of all stakeholders in this process significantly improved the program's quality. The conclusion of this study is the importance of the collaborative role in education management to ensure the sustainability and relevance of the implemented program.