Anastasya Rahma Nur Faizah, Nova Fadliana Rahmawati, Mardiyah

Formulating The Vision, Mission and Goals of Islamic Educational Institutions by Measuring Evaluation and The Role of LeadershipHIP

Introduction

Formulating the vision, mission and goals of islamic educational institutions by measuring evaluation and the role of leadershiphip. Islamic educational institutions need clear vision, mission, and goals. This study explores leadership's role, systematic evaluation, and strategies for effective education management.

Abstract

Islamic educational institutions have an important role to play in leading students to success in the future. To achieve this goal, a clearly formulated vision, mission and objectives are needed and implemented with the right strategy. The leadership of school principals and stakeholders has a role to play in ensuring that the vision and mission are not just a slogan, but also realised in every aspect of education. However, reality shows that many schools face challenges in integrating the vision, mission and goals into educational programs due to the lack of systematic evaluation and weak understanding of stakeholders. This study uses the library research method by collecting and analysing reference sources, such as books, scientific journals, and relevant articles. The study was conducted through literature identification, critical review, and systematic analysis of previous findings. The results show that visionary leadership, structured evaluation, and active participation of all school elements are the main factors in the successful implementation of the vision and mission. Therefore, data-based decision-making strategies and continuous evaluation are needed to improve the effectiveness of education management.

Review

This study addresses a critical aspect of institutional effectiveness within Islamic educational institutions: the formulation, implementation, and evaluation of vision, mission, and goals (VMG). The abstract clearly articulates the challenge faced by many such institutions, where VMG often remain theoretical constructs rather than integrated realities, primarily due to a lack of systematic evaluation and weak stakeholder understanding. Employing a library research methodology, the paper aims to synthesize existing knowledge to identify key success factors. The findings highlight the paramount importance of visionary leadership, structured evaluation, and active participation from all school elements in ensuring that VMG are not merely slogans but are actively realized within educational programs. The paper makes a valuable contribution by consolidating critical success factors for VMG implementation in a specialized educational context. Its emphasis on visionary leadership is particularly pertinent, recognizing the transformative role leaders play in shaping institutional culture and direction. Furthermore, the identification of structured evaluation as a necessary component underscores the move towards evidence-based management, a crucial element for continuous improvement. The inclusion of active participation from all stakeholders is also a strong point, promoting a collective ownership of the institutional vision. By synthesizing these elements, the study provides a robust theoretical framework for understanding what drives effective VMG integration within Islamic educational settings. While offering significant theoretical insights, the library research methodology inherently means the study provides a synthesis of existing literature rather than new empirical data. Future research could greatly benefit from qualitative or quantitative studies conducted within actual Islamic educational institutions to empirically validate these identified success factors and explore the nuances of their implementation in diverse contexts. Additionally, while the abstract mentions "challenges," a deeper exploration into the specific roots and manifestations of "weak understanding of stakeholders" and practical strategies to overcome them, beyond general recommendations, would further enhance the utility of this work. Finally, a minor editorial note concerns the typo "LeadershipHIP" in the title, which should be corrected for professional presentation.

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