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All Journal Tadrib: Jurnal Pendidikan Agama Islam New Language Dimensions
Muhammad Safdar Bhatti
The Islamia University of Bahawalpur, Pakistan
Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mechanical Engineering Social Sciences

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Transformational Leadership and Educational Quality: Strengthening Teacher Motivation and Commitment in Islamic Education Shera Nabila Luvianingtias; Rahayu Lestari; Nur Fahmuddin Hanif; Nirva Diana; Eti Hadiati; Muhammad Safdar Bhatti; Ifedayo Emmanuel Adu
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 2 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i2.32606

Abstract

This study examines the role of transformational leadership in improving educational quality, with particular emphasis on teacher motivation and commitment in Islamic educational institutions. The research employs a Systematic Literature Review (SLR) following PRISMA guidelines to analyze 28 peer-reviewed journal articles published within the last ten years. The selection process was based on relevance to transformational leadership, educational quality, and Islamic educational contexts. The analysis focuses on four core dimensions of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The findings reveal that these dimensions consistently contribute to increased teacher engagement, stronger organizational commitment, improved professional development, and a more positive school climate, all of which are critical indicators of educational quality. The study also highlights that integrating transformational leadership practices with Islamic educational values strengthens institutional identity while responding to contemporary educational challenges. This research contributes by synthesizing recent scholarship into a structured conceptual understanding of how transformational leadership supports educational reform in Islamic institutions. It further recommends the development of targeted leadership training programs to enhance strategic leadership capacity and sustain long-term educational improvement.
Reframing English Language Teaching: Indonesian Teachers’ Views on World Englishes and the Role of Linguistic Diversity in the Classroom Sri Nurhayati; Slamet Setiawan; Him'mawan Adi Nugroho; Muhammad Safdar Bhatti
New Language Dimensions Vol. 6 No. 2 (2025): New Language Dimensions Vol. 6 No. 2, December 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n2.p190-203

Abstract

In today’s multilingual world, English is broadly used not only in standardized forms of British or American English but also diverse localized varieties around the world. This condition requires the non-native English speaker to be aware of the World Englishes. However, teachers’ knowledge and attitudes play a key role in the effective integration of WE in classrooms. This study employed a qualitative descriptive design to explore the English teachers’ knowledge of WE and its implications for future teaching practices. Data were collected from a close and open-ended questionnaire distributed to 73 teachers across secondary and Islamic education institutions. Descriptive statistics were used in analyzing data about the teachers’ awareness of WE, teaching preferences, and perceived challenges. The results show that 76.6 percent of participants had prior knowledge of WE, while 89.6% supported its inclusion in classroom instruction. 43 percent preferred British English, 30 percent American English and 26 percent expressed flexible or mixed approaches. Teachers highlighted the importance of WE to global perspective, communication skills, and respect for linguistic diversity as potential benefits. However, challenges such as limited exposure and lack of institutional support were noted. Viewed through World Englishes and English as a Lingua Franca (ELF) theory, these findings underscore the pedagogical need to move beyond native-speaker norms toward more inclusive and context-sensitive ELT practices in Indonesia.
Co-Authors Eti Hadiati Him'mawan Adi Nugroho Ifedayo Emmanuel Adu Nirva Diana Nur Fahmuddin Hanif Rahayu Lestari Shera Nabila Luvianingtias SLAMET SETIAWAN Sri Nurhayati