A Comparative Study of Effective School Leadership Among Islamic Schools in Indonesia, Kyrgyzstan, And Tanzania

Abstract

The present study explores the key factors influencing effective school leadership in Islamic schools across three different countries, namely, Indonesia, Kyrgyzstan, and Tanzania. Islamic schools play important roles in the educational systems of the above countries, yes of course each one of them with unique socio-economic, social, and educational contexts. Understanding the dynamics of teachers’ competency and school leadership in these academic settings is crucial to improve their quality of education.  The primary objectives of this study are: 1) To study statistically significant differences between governance, human capital, and financial sustainability mode of the Islamic schools in Indonesia, Tanzania, and Kyrgyzstan 2) to investigate the relationship between governance, human capital, and financial sustainability mode of the Islamic schools in Indonesia, Tanzania, and Kyrgyzstan This research employs a survey approach, to analyze the data gathered. More specifically, ANOVA and Pearson Correlation Analysis were used in this study. The ANOVA comparison result revealed a difference between the Islamic schools’ Governance, Human Capital, and financial support Sustainability mode in Kyrgyzstan (M=2.0852; SD=0000), Indonesia (M=2.0730M SD=0000), and Tanzania (M=1.7641; SD=.0000). The result further shows statistically significant differences in the variables of the study. In addition, the Pearson Correlation coefficient found a strong and statistically significant relationship between the Islamic schools’ governance, human capital, and financial sustainability mode in Indonesia, Tanzania, and Kyrgyzstan, r (6) = -.834, p = .041. The findings indicate that the more the Governance structure, Supportive leadership, awareness of the relevant human capital, efficient financial management, and Sustainability mode of Islamic schools in Indonesia, Tanzania, and Kyrgyzstan, the better the effective leadership of the Islamic schools. By comparing these countries, this research helps policymakers and educators to enhance the governance, human capital, and financial sustainability of Islamic schools in Indonesia, Tanzania, and Kyrgyzstan, both within the selected three countries and possibly in similar settings around the world.