Instructional Leadership and the Development of Professional Learning Communities in Islamic Schools

Mohammad Ali Reza Beik

doi:10.67245/vidya.v1i1.29

Authors

Mohammad Ali Reza Beik Universitas Islam Internasional Darullughah Wadda’wah, Pasuruan

DOI:

https://doi.org/10.67245/vidya.v1i1.29

Keywords:

Instructional Leadership, Professional Learning Community, Islamic School, Teacher Collaboration, Teacher Professional Development

Abstract

Purpose – This study aims to examine instructional leadership and the development of professional learning communities in Islamic schools. It addresses the need to understand how principals support teacher collaboration, reflective practice, and professional learning while maintaining Islamic values as part of school culture.

Design/methods/approach – This study employed a qualitative approach with a case study design. The research was conducted at SDIT Al Hidayah Sumenep, an Islamic elementary school selected purposively because it actively promotes teacher collaboration and professional development. Data were collected through in-depth interviews, observation, and documentation involving the principal and teachers. The data were analyzed using thematic analysis through data organization, reduction, coding, theme development, and interpretation. Source and technique triangulation were applied to strengthen the credibility of the findings.

Findings – The findings show that the principal enacted instructional leadership by setting a shared direction for teacher learning, facilitating collaboration, encouraging reflective practice, motivating teachers, and supporting continuous professional development. Professional learning communities were developed through regular teacher discussions, sharing of classroom experiences, reflective dialogue, and school-based professional learning activities. Islamic values such as shura, togetherness, mutual advice, responsibility, and respect strengthened the collaborative culture and gave PLCs a moral and religious foundation.

Research implications/limitations – This study implies that Islamic school principals need to institutionalize PLCs as structured and value-based professional learning spaces. However, the study is limited to a single case and qualitative design, so the findings cannot be generalized broadly.

Originality/value – This study contributes to educational leadership literature by linking instructional leadership, PLC development, teacher professional learning, and Islamic school culture.

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