Leadership Practices in Shaping Ma’had-Based Character Education in Islamic Secondary Schooling

Abstract

Leadership is a central determinant of institutional effectiveness in Islamic education, particularly in contexts that integrate residential and character-based learning systems. However, existing studies on madrasah leadership remain largely descriptive and provide limited insight into how leadership practices shape Ma’had-based educational environments. This study addresses this gap by examining leadership practices in developing Ma’had-based character education at an Islamic secondary school in Indonesia. Using a qualitative approach, data were collected through interviews, observations, and documentation involving school leaders, educators, and institutional stakeholders. Data validity was ensured through triangulation of sources and methods. The findings indicate that Ma’had development is shaped through an integrated set of leadership practices combining collaborative planning, humanistic engagement, and value-oriented behavioral formation. Leadership operates through persuasive interaction, role modelling, and the structuring of religious and disciplinary activities, forming a coherent system that connects institutional management with students’ spiritual and character development. Supporting factors include leadership commitment, student engagement, and institutional collaboration, while constraints arise from limited infrastructure and human resources affecting program consistency. This study contributes by articulating a context-sensitive model of leadership practices that integrates organizational processes and character formation within Ma’had-based education. The findings highlight the importance of adaptive and value-driven leadership in sustaining holistic student development across Islamic schooling contexts.