Transformational Leadership in Developing Teachers' Innovative Culture in Islamic Education: A Case Study at MAS Diponegoro Bandung Tulungagung
DOI:
https://doi.org/10.56404/priem.v1i2.394Keywords:
Transformational Leadership, Teachers' Innovative Culture, Islamic Education, MAS Diponegoro Bandung TulungagungAbstract
Educational transformation has increased the need for school leadership that promotes continuous innovation through organizational culture. Although previous studies have confirmed the positive influence of transformational leadership on teachers' innovative behavior, limited attention has been given to the organizational processes through which transformational leadership develops an innovative teacher culture, particularly in Islamic educational institutions. This study explores how transformational leadership shapes an innovative teacher culture in an Islamic senior high school. A qualitative case study was conducted at MAS Diponegoro Bandung Tulungagung, Indonesia. Data were collected through semi-structured interviews with ten purposively selected participants, non-participant observations, and document analysis. The data were analyzed using Braun and Clarke's thematic analysis, while trustworthiness was ensured through triangulation, member checking, and an audit trail. The findings reveal that transformational leadership fosters an innovative teacher culture through four sequential organizational processes: leadership meaning-making, which develops shared vision and commitment toward innovation; teacher empowerment, which strengthens professional autonomy and reflective practice; collaborative innovation, which promotes knowledge sharing and collective learning; and innovation institutionalization, through which innovative practices become embedded as organizational routines and professional norms. These interconnected processes culminate in a sustainable innovative teacher culture. This study extends transformational leadership theory by proposing a Conceptual Process Model of Innovative Teacher Culture Development, offering a process-oriented framework for understanding how leadership fosters sustainable teacher innovation in Islamic educational settings.
References
Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: what can schools do to support professional development of their teachers?. Professional Development in Education, 47(4), 684-698. https://doi.org/10.1080/19415257.2019.1665573
Alzoraiki et al. (2024). Transformational leadership in Islamic education: The role of inspirational motivation. Frontiers in Education, 9, 1413607.
Bao, Y. (2024). The effect of principal transformational leadership on teacher innovative behavior: the moderator role of uncertainty avoidance and the mediated role of the sense of meaning at work. In. Frontiers in Educationtiers Media SA. https://doi.org/10.3389/feduc.2024.1378615
Bernard M Bass & Bruce J Avolio. (1994). Improving Organizational Effectiveness through Transformational Leadership. Thousand Oaks, CA: Sage Publications.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide.
Darmayanti, R., et al. (2024). Behaviorisme dalam Pendidikan: Pembelajaran Berbasis Stimulus-Respon. Penerbit Adab.
De Jong, L., Meirink, J., & Admiraal, W. (2022). Teacher learning in the context of teacher collaboration: connecting teacher dialogue to teacher learning. Research Papers in Education, 37(6), 1165-1188. https://doi.org/10.1080/02671522.2021.1931950
Fahmalatif, F., Martono, S., Raharjo, T. J., & S. (2024). Educational empowerment: Uncovering its impact on teacher performance through transformational leadership, organizational culture, and innovation. Migration Letters, 21(5), 329–354. https://migrationletters.com/index.php/ml/article/view/8887/5753
Gao et al. (2024). Integrated leadership for coherent school improvement in Ethiopia: The moderating role of transformational leadership on the relationship between instructional leadership and student academic achievement mediated by school improvement process. Psychology in the Schools, 61((2),), 455-474.
Hidayat, R., & Patras, Y. E. (2024). Teacher Innovativeness: The Effect of Self-Efficacy, Transformational Leadership, and School Climate. Journal of Pedagogical Research, 8(1), 208-222. https://doi.org/10.33902/JPR.202424547
Lincoln & Guba. (1982). Establishing dependability and confirmability in naturalistic inquiry through an audit. American Educational Research Association Annual Meeting, 1–31. https://eric.ed.gov/?id=ED216019
Liu, S., Yin, H., Wang, Y., & Lu, J. (2024). Teacher innovation: Conceptualizations, methodologies, and theoretical framework. Teaching and Teacher Education, 145, 104611. https://doi.org/10.1016/j.tate.2024.104611
Paletta, A., & Alimehmeti, G. (2026). Does the professional learning community intermediate the effects of principal’s leadership on teaching innovation?. Management in Education, 40(3), 192-201. https://doi.org/10.1177/08920206231200099
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
Suryadi, Sawan, F., & Anugrahsari, S. (2024). Transformational Leadership and Behavioral Innovation in Education: A Meta-Analysis. Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB), 12(1), 25-36. https://doi.org/10.21009/JPEB.012.1.3
Wang, F., Liu, H., & Fan, M. (2024). The relationship between transformational leadership and teacher autonomy: A latent moderation analysis. Acta Psychologica, 249, 104444. https://doi.org/10.1016/j.actpsy.2024.104444
Weick, K. E. (1995). Sensemaking in organizations (Vol. 3, No. 10.1002). Thousand Oaks, CA: Sage publications.
Yin, R. K. (2018). Case study research and applications. Thousand Oaks, CA: Sage.
Zainal, M. A., & Mohd Matore, M. E. E. (2021). The Influence of Teachers’ Self-Efficacy and School Leaders’ Transformational Leadership Practices on Teachers’ Innovative Behaviour. ,. International Journal of Environmental Research and Public Health, 18(12), 6423. https://doi.org/10.3390/ijerph18126423
