Kepemimpinan Pendidikan Islam dalam Perspektif Gender

Abstract

This study aims to analyze the leadership of Islamic education in a gender perspective. This type of research is a literature study that is used to discuss Islamic education leadership in a gender perspective. Data collection techniques use documentation techniques by collecting data through documents, data sources that are inanimate, such as notes, letters, and photos. The results of the study indicate that the leadership of Islamic education in a gender perspective is essentially not looking at gender differences, what is needed as a leader is not to look at gender but from ability. Women and men both have their own specialties or characteristics, but basically they (men and women) are the same, so that all men's rights are also entitled to women's rights. Being a leader is not important to think about men or women, especially in Islamic religious rules there is also no prohibition against a female leader.

Exploration of Leadership and Adaptation Strategies to Organizational Change

“…Terakhir, Allowing menyoroti pentingnya memberikan ruang bagi kreativitas dan inovasi dalam tim. Seorang pemimpin yang mempercayai anggota timnya untuk mencoba ide-ide baru dan beradaptasi dengan perubahan akan membantu organisasi bergerak maju dan berkembang (Masduki et al, 2021;Seviarica et al, 2022).…”

The Role of Women Leaders in Developing the Organizational Culture of Madrasah

“…However, until now women's participation has not been running according to its potential, and even tends to occupy a backward position. The historical structural roots of women's position and status have received serious attention both globally through the World Women's Congress and at the national level as stated in the 1993 GBHN, namely that the program to increase the position and role of women in PJP II is directed at the general goal of improving the quality of women and creating a climate socio-cultural support for women to develop themselves and increase their role in various dimensions of family, community, nation and state life (5).…”