A Qualitative Analysis of Pesantren Educational Management: School Culture and Leadership of a Professional Learning Community

Main Article Content

Nyimas Mu'azzomi Muhammad Sofwan Fachrudiansyah Muslim


The purpose of this paper is to explore supportive and shared leadership structures at one Indonesian Islamic boarding school (Pesantren) as a function of school culture policies and procedures in a professional learning community in the disctrict. A qualitative study was conducted at one Pesantren located in Jambi, an Indonesian province in west part of Sumatra island. We interviewed three administrators and five teachers to get in-depth information about the purpose of this paper. The interview transcriptions were translated, coded, divided into themes, and elaborated in the findings of the paper. The findings of study conclude that Pesantren leaders in the perspective of the participants must provide supportive and shared leadership structures for teachers in order to create positive cultures and effective a professional learning community for the development of the Pesantren. Leaders of the Pesantren must directly cooperate with teaching staff to provide policies and procedures for teachers in the leadership structure to directly impact school improvement through professional learning community collaborative attempts. This study was conducted based on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. This study is significant to the community as specific cases informing educational leaders especially in Islamic education on mechanisms that may be leveraged to ensure successful implementation of policies and procedures on the leadership and school culture of a professional learning community literature.

Article Details

How to Cite
Mu’azzomi, N., Sofwan, M., & Muslim, F. (2017). A Qualitative Analysis of Pesantren Educational Management: School Culture and Leadership of a Professional Learning Community. Ta’dib: Jurnal Pendidikan Islam, 22(2), 12-20. https://doi.org/https://doi.org/10.19109/td.v22i2.1634


Allison, E., Ventura, S., White, M., Gregg, L., Campsen, L., Besser, L., Nielsen, K., Kamm, C., Rose, A., Córdova, J., Pitchford, B., Doubek, B., & Peery, A. (2010). Data teams: the big picture – looking at data teams through a collaborative lens, The Leadership and Learning Center: Englewood.
Brendefur, J.L., Whitney, B., Stewart, R.A., Pfiester, J., & Zarbinisky, J. (2014). Instructional
learning teams: A case study. Journal of Curriculum and Teaching, 3-1, 36.
Carpenter, D. (2015). School culture and leadership of professional learning communities.
International Journal of Educational Management, 29 (5), 682-694.
Chapman, C., & Harris, A. (2004). Improving schools in difficult and challenging context:
strategies for improvement. Educational Research, 46 (3), 219-228.
Creswell, J, W. (2011). Educational research : Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Boston: Pearson Education, Inc.
Deal, T.E., & Peterson, K.D. (2009). Shaping school culture: pitfalls, paradoxes, & promises. Jossey-Bass IncPublishers: San Francisco, CA.
DuFour, R., DuFour, R., & Eaker, R. (2008), Revisiting professional learning communities: new insights for improving schools, solution tree. Solution Tree: Bloomington, IN.
Feger, S., & Arruda, E. (2008). Professional learning communities: key themes from the
literature. The Education Alliance at Brown University: Providence.
Giles, C., & Hargreaves, A. (2006). The sustainability of innovative schools as learning
organizations and professional learning communities during standardized reform.
Educational Administration Quarterly, 42 (1), 124-156.
Groseschl, S., & Doherty, L. (2000). Conceptualizing culture. Cross Cultural Management:
An International Journal, 7, (4), 12-17.
Habibi, A., Mukminin, A., Riyanto, Y., Prasojo, L.D., Sulistiyo, U., Saudagar, F., & Sofwan, M. (2018) Building an online community: Student teachers’ perceptions on the advantages of using social networking services in a teacher education program. Turkish Online Journal in Distance Education, 19 (1), 46-61.
Hofman, R.H., & Dijkstra, B.J. (2010). Effective teacher professionalization in networks.
Teaching and Teacher Education, 26 (4), 1031-1040.
Hord, S.M. (1997). Professional learning communities: communities of continuous inquiry and improvement. Southwest Educational Development Laboratory: Austin.
Little, J.W. (2002). Professional community and the problem of high school reform. International Journal of Educational Research, 37 (8), 693-714.
Mukminin, A., & McMahon, B.J. (2013). International Graduate Students’ Cross-Cultural Academic Engagement: Stories of Indonesian Doctoral Students on American Campus. The Qualitative Report, 18 (69), 1-19.
Mukminin, A., Rohayati, T., Putra, H.A., Habibi, A.,& Aina, M. (2017). The Long Walk to Quality Teacher Education in Indonesia: Student Teachers’ Motives to become a Teacher and Policy Implications. Elementary Education Online, 16 (1), 35-59.
Prasojo, L. D., Habibi, A., Mukminin, A., Muhaimin, Ikhsan, & Saudagar, F. (2017). Managing Digital Learning Environments: Student Teachers’ Perception on the Social Networking Services Use in Writing Courses in Teacher Education. The Turkish Online Journal of Educational Technology, 16 (4), 42-55.
Patton, M. (2002). Qualitative evaluation and research methods. Beverly Hills, CA: Sage.
Schechter, C. (2008). Organizational learning mechanisms: the meaning, measure and
implications for school improvement. Educational Administration Quarterly, 44
(2), 155-186.
Sofwan, M., & Habibi, A. (2016). Problematika Dunia Pendidikan Islam Abad 21 dan Tantangan Pondok Pesantren di Jambi. Jurnal Kependidikan, 46 (2), 271-280.