At-Tahsin : Jurnal Manajemen Pendidikan

Strategic Management in Public Library: Empowering Community Reading Habits at Regional Level

2026-06-30T14:05:28+00:00

This study aims to explore the strategic management approaches executed to enhance public reading habits within the geographically fragmented context of regional public libraries. The problem addresses the declining trend of sustained community reading interest and library underutilization, which is further exacerbated by severe geographical isolation, administrative inertia, and resource constraints in developing regional districts. To address this issue, this study employs a qualitative case study design focused on the Regional Public Library of Tojo Una-Una Regency, Central Sulawesi. Data were meticulously gathered through triangulated instruments, including semi-structured interviews with key administrative and community informants, field observations of outreach initiatives, and comprehensive institutional document reviews. The qualitative data were then analyzed using an interactive model comprising systematic data condensation, structural data display, and continuous conclusion verification to ensure interpretive trustworthiness. The empirical findings reveal that the chief librarian successfully neutralized severe geographical fragmentation by shifting from centralized operations to a decentralized, network-based distribution model. Management optimized limited resources by building cross-sector alliances and deploying an innovative, amphibious book-box rotation system using local maritime transportation networks to regularly reach marginalized island communities. Based on these insights, future research should employ mixed-methods approaches across diverse regional typologies to evaluate how digital literacy platforms can be integrated into this collaborative strategic management framework.

Teacher Collaboration as a Mediator of Transformational Leadership and Madrasah Curriculum Innovation

2026-08-28T03:24:30+00:00

This study aims to examine how Islamic transformational leadership drives madrasah curriculum innovation through the mediating role of teachers' collaborative work behaviour. Despite growing demands for educational modernization, faith-based institutions frequently encounter structural inertia and pedagogical fragmentation that hinder systemic curricular reform. Adopting a qualitative case study design, this research investigates the contextual and behavioural dynamics within Darul Ulum Islamic Senior High School Bondowoso. Data were gathered using semi-structured interviews with school leaders and educators, non-participant classroom observations, and comprehensive document analysis. The collected data were analysed using Miles, Huberman, and Saldana’s interactive model, involving data condensation, data display, and conclusion verification. The findings indicate that the principal operationalizes prophetic virtues—siddiq, amanah, tabligh, and fathonah—to establish psychological safety and strong moral stewardship. This value-driven leadership transforms routine curriculum management from administrative compliance into a collective religious obligation. Furthermore, the principal's shura effectively aligns individual teacher motivations with a unified vision for 21st-century educational reform. The results demonstrate that teachers' collaborative work behaviour serves as the primary engine translating leadership vision into classroom practice. Anchored in ukhuwah and ta'awun, educators actively transition from instructional isolation to structured Professional Learning Communities. Future research should utilize quantitative structural equation modelling across multi-site samples to test the statistical generalizability of these mediating behavioural pathways.

Building Organizational Resilience through Altruistic Human Resource Management in Marginalized Educational Settings

2026-09-04T13:26:18+00:00

This study aims to analyse teacher pedagogical practices in peripheral regions and examine school transformation strategies for building organizational resilience through a human resource management (HRM) perspective. The dominance of a self-interest orientation paradigm in evaluating educational quality tends to obscure the critical role of human resources as the primary foundation of school resilience, particularly in peripheral areas. This study employed a qualitative case study research design conducted at Binar Ilmu Boarding School located in a geographically isolated rural region. Data were primary gathered through semi-structured, in-depth interviews with the school principal, vice principal of curriculum, and distinguished alumni. The collected empirical data were systematically processed using thematic analysis, encompassing data reduction, data display, and conclusion drawing. The findings reveal that geographical isolation presents severe structural barriers while simultaneously creating an intentional residential environment for character education. Spatial detachment reduces urban distractions and fosters deep relational bonding between educators and students. Furthermore, institutional resilience is sustained through an altruism-based HRM framework rather than material resource adequacy. Internalized professional altruism and intrinsic motivation effectively substitute for missing financial incentives. Future research should employ quantitative or multi-site comparative designs across diverse institutional contexts to test the generalizability of altruism-driven HRM frameworks.

Cultivating Teacher Capacity for Quality Instructional Management: An Authoritative Leadership Approach

2026-05-30T13:56:52+00:00

This study aims to examine how school principals deploy an authoritative leadership approach to cultivate teacher capacity for quality instructional management. Despite ongoing professional development efforts, many schools still struggle with suboptimal instructional management due to inconsistent pedagogical support and a lack of visionary, firm leadership guidance for educators. Utilizing a qualitative multi-case study design, this research explored the leadership dynamics across three high-performing secondary schools. Data were meticulously gathered through semi-structured interviews with principals and teachers, non-participatory classroom observations, and an analysis of instructional policy documents. The collected qualitative data were then analysed using an interactive thematic analysis model encompassing data condensation, systematic data display, and verification. The findings reveal that authoritative leaders successfully enhance teacher capacity by articulating clear, high-performance instructional standards balanced with strong emotional support. Principals foster pedagogical competence by establishing collaborative professional learning communities that encourage peer coaching. Furthermore, quality instructional management is achieved through regular, constructive feedback sessions that empower teachers to refine their teaching methodologies. The study demonstrates that clear structural guidance combined with intellectual stimulation inspires teachers to adopt innovative classroom management practices. Additionally, the authoritative approach builds teacher resilience, enabling them to effectively address diverse student learning needs. Future research should investigate the long-term impact of authoritative leadership on teacher capacity through a longitudinal mixed-methods approach across diverse geographical regions.