<![CDATA[his study aims to formulate an integrative leadership model for developing Islamic education in Islamic boarding schools (pesantren). The study employed a descriptive qualitative approach with a multi-site design in four Islamic boarding schools (pesantren). Data were collected over three consecutive months through twenty in-depth interviews lasting one to two hours, direct observation during twelve field visits, and document analysis. Data were analyzed interactively through data condensation, data display, conclusion drawing, and verification, followed by intra-site and cross-site analysis. The findings identified five interrelated dimensions of leadership: spiritual-normative, pedagogical-curricular, managerial-collaborative, social-participatory, and adaptive-transformative. Islamic values and the vision of the Islamic boarding school serve as the normative foundation. Leadership practices connect formal education, dormitory life, family, and community, with institutional integration serving as a central mechanism through which educational programs are coordinated. These findings imply that Islamic boarding school leaders need to combine moral authority with distributed responsibility, continuous quality improvement, stakeholder participation, and selective adaptation to social and technological change.]]>
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