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All Journal Jurnal Asy-Syukriyyah Jurnal Asy-Syukriyyah Management of Education: Jurnal Manajemen Pendidikan Islam
Mabrouk Chibani Mansouri
Sultan Qaboos University, Oman
Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Inclusive Leadership and Equity Outcomes in Heterogeneous Primary Education Nadiatul Hatimah; Adiyono Adiyono; Mabrouk Chibani Mansouri; Naila Widya Daryanti
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v12i1.19677

Abstract

Today, primary education increasingly embraces inclusive leadership as schools face growing diversity in students' academic levels, learning characteristics, and social backgrounds. Although policy and instructional literature widely discuss inclusion, empirical research rarely examines how school leaders enact inclusive leadership in everyday management practices. This study explores how equity-oriented leadership practices enhance inclusion in managing heterogeneous primary education learners. Using an exploratory qualitative case study design, we investigated inclusive leadership practices at SDTQ Anak Sholih through semi-structured interviews with school leaders and teachers, classroom observations, and analysis of institutional documents. The researchers conducted a thematic analysis to identify patterns and leadership practices related to equity and inclusion. The analysis revealed that school leaders operationalized inclusive leadership through four key approaches: equity-centered decision-making, differentiated classroom organization, restorative strategies for social dynamics, and distributed collaboration with teachers and parents. Notably, even in instances of limited parental engagement, equity-oriented leadership persisted, indicating that distributed leadership supports inclusive practices. The findings position inclusive leadership not merely as a normative ideal but as a dynamic systemic process with significant implications for both educational leadership theory and the inclusive management of diverse school classrooms.
ISLAM AND INCLUSIVE PRINCIPALS' LEADERSHIP STRATEGIES FOR INCLUSIVE TEACHERS Nina Agustina; Arfiah Arfiah; Rismita Rismita; Mabrouk Chibani Mansouri
Jurnal Asy-Syukriyyah Vol. 27 No. 1 (2026): Jurnal Asy-Syukriyyah
Publisher : STAI Asy-Syukriyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36769/asy.v27i1.1595

Abstract

Previous research on inclusive education in Indonesian primary schools has largely concentrated on policy execution and classroom-level practices, while the leadership dimension—particularly when viewed through Islamic and inclusive lenses—has not been explored extensively. This study seeks to analyze how school principals design and implement leadership strategies to strengthen teacher professionalism in educating students with special needs (ABK). A qualitative descriptive approach was employed, with data collected through observations, in-depth interviews, and documentation at SD Negeri Poris Pelawad 5, Tangerang City. The findings demonstrate that leadership characterized by inclusivity and ethical values substantially supports teacher development through structured coaching, continuous professional training, academic supervision, and collaborative practices. Key supporting factors include institutional commitment and policy alignment, whereas constraints involve limited infrastructure, insufficient special assistant teachers, and gaps in teacher understanding of inclusive education. This study contributes conceptually to Islamic educational leadership discourse and offers practical recommendations for improving inclusive education through sustainable professional development and institutional reinforcement.
ISLAM AND INCLUSIVE PRINCIPALS' LEADERSHIP STRATEGIES FOR INCLUSIVE TEACHERS Nina Agustina; Arfiah Arfiah; Rismita Rismita; Mabrouk Chibani Mansouri
Jurnal Asy-Syukriyyah Vol. 27 No. 1 (2026): Jurnal Asy-Syukriyyah
Publisher : STAI Asy-Syukriyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36769/asy.v27i1.1595

Abstract

Previous research on inclusive education in Indonesian primary schools has largely concentrated on policy execution and classroom-level practices, while the leadership dimension—particularly when viewed through Islamic and inclusive lenses—has not been explored extensively. This study seeks to analyze how school principals design and implement leadership strategies to strengthen teacher professionalism in educating students with special needs (ABK). A qualitative descriptive approach was employed, with data collected through observations, in-depth interviews, and documentation at SD Negeri Poris Pelawad 5, Tangerang City. The findings demonstrate that leadership characterized by inclusivity and ethical values substantially supports teacher development through structured coaching, continuous professional training, academic supervision, and collaborative practices. Key supporting factors include institutional commitment and policy alignment, whereas constraints involve limited infrastructure, insufficient special assistant teachers, and gaps in teacher understanding of inclusive education. This study contributes conceptually to Islamic educational leadership discourse and offers practical recommendations for improving inclusive education through sustainable professional development and institutional reinforcement.
Co-Authors Adiyono Adiyono Arfiah Arfiah Nadiatul Hatimah Naila Widya Daryanti Nina Agustina Rismita Rismita