<![CDATA[Intolerance in educational settings demands a concrete leadership response from school administrators, including at the early childhood education level. This study aims to examine the inclusive leadership policies of the principal at Raudhatul Athfal (RA) Insan Cendikia Pamekasan, focusing on how progressive Islamic values are embodied in leadership policies and practices, the associated challenges and supporting factors, and the impact on the climate of tolerance. The study employs a qualitative descriptive research method within a constructivist-interpretative paradigm. The results indicate that the principal implements inclusive leadership characterized by openness, participation, and a service orientation spanning six dimensions: a visionary-participatory approach, leading by example, non-discriminatory policies, teacher empowerment, partnerships with families and the community, and early-stage conflict management. Progressive Islamic values—such as justice, equality, consultation (deliberation), compassion, tolerance, and moderation are integrated into the vision and mission, service policies, curriculum, and daily practices, utilizing local expressions rather than the explicit label "progressive." Challenges include varying levels of teacher understanding, resource limitations, parental emphasis on basic literacy and numeracy skills calistung, and stigma surrounding the term "progressive"; conversely, supporting factors include foundation support, teacher cohesion, and local culture. This leadership style fosters more inclusive behavior among children, promotes harmonious relationships between teachers and parents/guardians, and improves conflict management. The study offers a progressive Islamic-based inclusive leadership model that can be replicated by similar early childhood education institutions. ]]>
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