Characteristics of Transformative Change Management in Islamic Education at SDIT Al Hikmah Bence, Garum, Blitar

Abstract

Leadership in Islamic education involves the participation and engagement of various stakeholders in institutional management. Collegial leadership is relevant because it emphasizes deliberation, shared decision-making, and mutual responsibility among stakeholders. However, this concept overlaps with distributed leadership, making it necessary to clarify their respective boundaries and relevance to Islamic education governance. This study aims to analyze the concept and implementation of collegial leadership and its relevance to distributed leadership in Islamic education governance. It adopts a qualitative approach using library research based on Mestika Zed’s framework. The data are drawn from relevant journal articles, books, and academic works and are analyzed descriptively and analytically through thematic categorization, comparison, and literature synthesis. The findings indicate that collegial leadership is characterized by relatively equal relationships, participation, deliberation, shared decision-making, responsibility, and accountability. Its implementation is strengthened through the distribution of authority, coordination, and the Islamic values of shura (consultation), amanah (trustworthiness), and ukhuwah (brotherhood). Distributed leadership provides a complementary perspective for understanding how leadership functions are shared across institutional actors, while collegial leadership remains the primary focus in strengthening Islamic education governance.