Principal Leadership Policies In Enhancing Educational Quality From An Islamic Education Perspective
DOI:
https://doi.org/10.37812/fikroh.v19i1.2269Keywords:
Principal Policy, Educational Leadership, Islamic Education, Educational Quality, Primary SchoolAbstract
This study examines how principal leadership policies contribute to educational quality improvement at SDN 226 Arcamanik Endah, Bandung City, by integrating managerial effectiveness with value-based educational principles. While existing studies on school leadership and character education often address administrative performance or pedagogical outcomes separately, this research offers a distinctive contribution by positioning principal policies as a strategic mechanism for simultaneously enhancing instructional quality and fostering students’ social and moral character within a public primary school context. Employing a qualitative case study design, data were collected through systematic analysis of school policy documents, principal work programs, and relevant scholarly literature to capture leadership practices within their natural institutional setting. The findings demonstrate that principal leadership policies influence educational quality through four interconnected domains: instructional supervision, teacher professional development, needs-based management of facilities and infrastructure, and structured stakeholder participation. These policies were implemented through participatory planning, collaborative execution, and continuous evaluation, enabling sustainable quality improvement. From the perspective of Islamic Education (??????? ?????????), the study highlights that educational quality extends beyond academic achievement to include the internalization of ethical values, discipline, responsibility, and social awareness. By integrating leadership policy analysis with an ethical and culturally responsive educational framework, this study contributes to ongoing scholarly debates on school leadership and character education in culturally diverse educational contexts.
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