Tomi, Mila Mutiara Qoirunisa, Mukhlisatinnisa Amalia, Subiyantoro

The Role of The Head of Madrasah in Ensuring The Quality of Education at Islamic Educational Institution

Introduction

The role of the head of madrasah in ensuring the quality of education at islamic educational institution. Discover the strategic role of madrasah principals in ensuring educational quality at Islamic institutions. Covers leadership, quality standards, supervision, and challenges.

Abstract

Educational quality is a key element in creating excellent and competitive educational institutions, including madrasahs. Madrasah principals play a strategic role in designing quality policies, conducting supervision, and ensuring the continuity of quality educational processes. This study aims to analyze the role of madrasah principals in controlling and supervising educational quality at MTs Darul Ulum Islamic School Sleman, a pesantren-based madrasah that was newly established in 2021 but has shown significant development. This study uses a descriptive qualitative approach with data collection techniques through participatory observation, semi-structured interviews, and document analysis. Informants were selected purposively, consisting of the madrasah principal, teachers, administrative staff, and foundation administrators. The results of the study indicate that the madrasah principal plays a role in setting quality standards, conducting periodic evaluations, and mentoring teachers through participatory supervision. However, there are still challenges in quality documentation, limitations in follow-up on evaluation results, and uneven leadership distribution. This study contributes to the development of a madrasah leadership model that integrates Islamic values, modern quality management principles, and sustainable institutional systems within the context of Islamic education.

Review

This study tackles a highly pertinent issue concerning educational quality within Islamic institutions, specifically highlighting the indispensable role of madrasah principals. The abstract clearly outlines the research's aim to analyze how madrasah principals control and supervise educational quality, utilizing the case of MTs Darul Ulum Islamic School Sleman—a newly established yet rapidly developing pesantren-based institution. The adoption of a descriptive qualitative approach, employing participatory observation, semi-structured interviews, and document analysis with a diverse informant group, suggests a thorough methodology capable of providing rich, in-depth exploration of this complex leadership function. The findings illuminate a multifaceted role for madrasah principals, encompassing the crucial tasks of setting quality standards, conducting periodic evaluations, and actively mentoring teachers through participatory supervision. These insights provide valuable detail on practical leadership actions within the madrasah context. Importantly, the study also transparently identifies significant challenges, including deficiencies in quality documentation, limitations in the follow-up to evaluation results, and an uneven distribution of leadership responsibilities. This dual presentation of effective practices and persistent hurdles offers a realistic perspective on quality management in this specific context and contributes significantly to the development of a madrasah leadership model that thoughtfully integrates Islamic values with modern quality management principles. Overall, this research presents a compelling analysis of educational leadership in madrasahs. Its strength lies in its focused qualitative inquiry into a specific institutional context, offering rich insights into the operational dynamics of quality assurance in a rapidly developing institution. While the single-case study approach might limit immediate generalizability, it provides a deep understanding of a particular setting. The identification of concrete challenges offers practical implications for madrasah leaders seeking to improve quality documentation, strengthen accountability through consistent follow-up, and foster distributed leadership. This study effectively paves the way for further research into scalable leadership models and strategies for overcoming these identified barriers to sustained educational excellence within Islamic educational settings.

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