Strengthening Islamic Path-Goal Leadership in Pesantren: A Study in Indonesia
DOI:
https://doi.org/10.5281/zenodo.20262686Keywords:
Path-Goal Leadership, Islamic Education, Pesantren, Barakah-Oriented LeadershipAbstract
Background: Leadership in Indonesian pesantren (Islamic boarding schools) often combines cultural and spiritual elements, integrating religious values, student loyalty, and the charisma of the kyai (Islamic scholar). Path-Goal leadership theory provides a useful framework for understanding how Islamic leadership can enhance educational outcomes and institutional sustainability in these schools.
Method: This study employed a qualitative case study design across eight pesantren in Indonesia. Data were collected through field observations, semi-structured interviews with leaders, teachers, and students, and institutional documents. Thematic analysis was used to examine how Path-Goal leadership is implemented within an Islamic context.
Results: Findings show that pesantren leaders practice barakah-oriented management, where decision-making relies on informal deliberation, religious principles, and kyai guidance. This approach strengthens student loyalty, preserves Islamic educational traditions, and expands institutional networks, even in the absence of formal administrative procedures.
Discussion: Islamic Path-Goal leadership bridges traditional pesantren culture with contemporary educational needs. Leadership rooted in spirituality fosters collective solidarity and social legitimacy, which are crucial for effectively managing both formal and non-formal educational activities.
Conclusion: Islamic Path-Goal leadership in pesantren represents a contextually adapted model that integrates religious, cultural, and pedagogical values. The success of these educational institutions is influenced not only by formal structures but also by spiritual and relational leadership practices.
Novelty: This study provides empirical insights into Islamic leadership in pesantren, contributing theoretically and practically to context-sensitive educational management in Indonesia.
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