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Ngainun Na’im
Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
Religion Humanities Education Social Sciences Other

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Principal Self Control as Adaptive Leadership in Strengthening Madrasah Competitive Advantage Ratri Harida; Prim Masrokan Muthohar; Ngainun Na’im
International Journal of Education Management and Religion Vol. 4 No. 1 (2027): January 2027
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v4i1.2119

Abstract

Educational competitiveness in madrasah increasingly requires principals to regulate their responses to institutional challenges while maintaining organizational identity and developing contextually relevant educational programs. This study examines principal self-control as an adaptive leadership capacity in strengthening competitive advantage at MAN 1 and MAN 2 Ponorogo. A qualitative multiple-case study design was employed to examine each madrasah as a bounded case and subsequently compare findings across sites. Data were obtained through semi-structured interviews, observations, and institutional documents involving principals, teachers, and educational staff selected purposively based on their knowledge and involvement in leadership and program development. Data were analyzed through data condensation, data display, conclusion drawing and verification, within-case analysis, and cross-site comparison. The findings reveal three interconnected dimensions of principal self-control: cognitive, behavioral, and decisional control. Cognitive control was reflected in selective technology adoption, contextual curriculum adaptation, needs-based facility development, and the reframing of resource limitations as opportunities for external collaboration. Behavioral control appeared through emotional regulation and adaptive interpersonal relationships with teachers and students. Decisional control was demonstrated through problem identification, consultation with organizational actors, evaluation of alternatives, and strategic responses to students’ continuation to higher education. The findings indicate that these dimensions operate within institutional contexts and support adaptive leadership practices, program innovation, institutional differentiation, and competitive positioning. The study contributes a context-sensitive understanding of principal self-control as an internal leadership capacity supporting institutional adaptability and educational competitiveness.
Child Friendly School Policy and Student Wellbeing as Strategies for Strengthening Brand Image and Institutional Competitiveness Ulik Arlina; Agus Zaenul Fitri; Ngainun Na’im
International Journal of Education Management and Religion Vol. 4 No. 1 (2027): January 2027
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v4i1.2241

Abstract

Child-Friendly School (CFS) policy has increasingly become an important component of educational management because schools are expected to provide safe, inclusive, participatory, and supportive environments while maintaining educational quality and institutional competitiveness. This study aims to explore how CFS policy is implemented at MAN 1 Lamongan and SMAN 2 Tuban and how its implementation contributes to student wellbeing, school brand image, and institutional competitiveness. A qualitative comparative case study design was employed, involving semi-structured interviews, direct observations, and document analysis. Participants included school leaders, counseling personnel, and student representatives who were directly involved in CFS implementation and student development. The findings indicate that both schools have implemented CFS since 2019, yet they demonstrate different institutional approaches. MAN 1 Lamongan emphasizes a humanistic and relational model through communication, dialogue, guidance, counseling, extracurricular activities, and student discussion forums, while SMAN 2 Tuban applies a more structural and administrative model through formal regulations, counseling coordination, project-based learning, differentiated learning, and organized student participation. Both approaches contribute to safer and more comfortable learning environments, increased student participation and motivation, strengthened public confidence, positive institutional image, and sustained competitiveness. The study concludes that CFS policy can function beyond child protection by becoming an integrated institutional strategy connecting student wellbeing, educational quality, school identity, public trust, and competitiveness.
Co-Authors Agus Zaenul Fitri Prim Masrokan Muthohar Ratri Harida Ulik Arlina