Developing an Authentic Leadership Model for University Rectors and Internalization of Pesantren Values in Enhancing Lecturer Performance at Pesantren-Based Higher Education Institutions
Keywords:
Authentic Leadership, Pesantren Values, Lecturer Performance, Pesantren-Based Higher Education, Islamic Educational Management
Abstract
Pesantren-based higher education institutions in Indonesia face a distinctive leadership challenge: integrating authentic leadership practices with the deeply embedded values of pesantren tradition to enhance lecturer performance. This study develops and validates a model of authentic leadership for university rectors that incorporates the internalization of pesantren values—including ikhlas (sincerity), tawadhu’ (humility), istiqamah (steadfastness), ukhuwah (brotherhood), and keteladanan (exemplary conduct)—as mediating mechanisms in shaping lecturer performance across teaching, research, and community service domains. Employing a qualitative multi-case study design grounded in the constructivist paradigm, this research was conducted at two pesantren-based higher education institutions in Kabupaten Bogor: Institut Ummul Quro Al-Islami (IUQI) and Universitas Darunnajah. Data were collected through in-depth interviews with 28 informants comprising rectors, vice-rectors, faculty deans, department heads, and senior lecturers, supplemented by participatory observation and document analysis over a twelve-month period. Data analysis employed Miles, Huberman, and Saldaña’s interactive model incorporating data condensation, display, and conclusion drawing with verification. The findings reveal a distinctive Pesantren Authentic Leadership (PAL) model comprising four interconnected dimensions: relational transparency grounded in musyawarah, internalized moral perspective rooted in Islamic jurisprudence, balanced processing informed by shura principles, and self-awareness cultivated through muhasabah (self-reflection). The study demonstrates that pesantren value internalization functions as a critical bridging mechanism between authentic leadership and lecturer performance, generating a culture of ibadah-oriented professionalism that transcends conventional performance metrics.
References
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Shin, J. C., & Jung, J. (2014). Academics job satisfaction and job stress across countries in the changing academic environments. Higher Education, 67(5), 603–620.
Shulhan, M. (2019). Effect of authentic leadership on academic atmosphere and organizational culture in Indonesian Islamic higher education. International Journal of Innovation Creativity and Change, 7(2), 406–419.
Soares, A. E., & Lopes, M. P. (2020). Are your students safe to learn? The role of lecturer’s authentic leadership in the creation of psychologically safe environments. Active Learning in Higher Education, 21(1), 65–78.
Srimulyani, E. (2012). Women from traditional Islamic educational institutions in Indonesia: Negotiating public spaces. Amsterdam University Press.
Srivastava, A. P., & Dhar, R. L. (2020). Authentic leadership and extra role behaviour: A school based integrated model. Current Psychology, 38(3), 684–697.
Stake, R. E. (2006). Multiple case study analysis. Guilford Press.
Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2008). Authentic leadership: Development and validation of a theory-based measure. Journal of Management, 34(1), 89–126.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Yukl, G. (2013). Leadership in organizations (8th ed.). Pearson.
Ziemek, M. (1986). Pesantren dalam perubahan sosial. P3M.
Balwant, P. (2019). ‘Keeping it real’: Authentic instructor-leadership, student engagement, and performance. International Journal of Leadership in Education, 25(1), 39–65.
Bush, T. (2023). Educational leadership and management in the post-pandemic era. Educational Management Administration & Leadership, 51(1), 3–7.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Harris, A., & Jones, M. (2019). Leading professional learning communities. In A. Harris & M. Jones (Eds.), Leading and transforming teaching and learning (pp. 47–64). Springer.
Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions across nations (2nd ed.). SAGE Publications.
Kareem, J., et al. (2023). Transformational educational leaders inspire school educators’ commitment. Frontiers in Education, 8, Article 1171513.
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review. Educational Administration Quarterly, 48(3), 387–423.
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
Bao, Y. (2024). The effect of principal transformational leadership on teacher innovative behavior. Frontiers in Education, 9, Article 1378615.
Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2024). Cultivating teacher leadership: Evidence from a transformative professional development model. School Leadership & Management, 44(4), 413–441.
He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 63.
Pan, H.-L. W., Wiens, P. D., & Moyal, A. (2023). A bibliometric analysis of the teacher leadership scholarship. Teaching and Teacher Education, 121, Article 103936.
Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of learning-centred leadership and teacher professional learning on student achievement. International Journal of Educational Management, 35(1), 29–46.
To, K. H., Yin, H., Tam, W. W. Y., & Keung, C. P. C. (2023). Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens. Educational Management Administration & Leadership, 51(4), 889–911.
Amzat, I. H., Yanti, P. G., & Suswandari, S. (2022). Estimating the effect of principal instructional and distributed leadership on professional development of teachers in Jakarta, Indonesia. SAGE Open, 12(3), 1–15. https://doi.org/10.1177/21582440221109585
Andriani, S., Kesumawati, N., & Kristiawan, M. (2018). The influence of the transformational leadership and work motivation on teachers’ performance. International Journal of Scientific & Technology Research, 7(7), 19–29.
Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16(3), 315–338. https://doi.org/10.1016/j.leaqua.2005.03.001
Bahzar, M. (2019). Authentic leadership in madrassas: Asserting Islamic values in teacher performance. Journal of Social Studies Education Research, 10(1), 259–284.
Barth, A., & Tsemach, S. (2021). Perceptions of principal authentic leadership: A survey of Israeli elementary teachers in diverse religious-cultural contexts. Religious Education, 116(3), 224–238.
Bass, B. M., & Avolio, B. J. (1995). MLQ Multifactor Leadership Questionnaire (2nd ed.). Mind Garden.
Begley, P. T. (2006). Self-knowledge, capacity, and sensitivity: Prerequisites to authentic leadership by school principals. Journal of Educational Administration, 44(6), 570–589.
Berkovich, I., & Eyal, O. (2017). The mediating role of principals’ transformational leadership behaviors in promoting teachers’ emotional wellness at work. Educational Management Administration & Leadership, 45(2), 316–335.
Bruinessen, M. V. (2015). Kitab kuning, pesantren, dan tarekat: Tradisi-tradisi Islam di Indonesia. Mizan.
Burns, J. M. (1978). Leadership. Harper & Row.
Cadez, S., Dimovski, V., & Zaman Groff, M. (2017). Research, teaching, and performance evaluation in academia: The salience of quality. Studies in Higher Education, 42(8), 1455–1473.
Crawford, J. A., Dawkins, S., Martin, A., & Lewis, G. (2020). Putting the leader back into authentic leadership: Reconceptualising and rethinking leaders. Australian Journal of Management, 45(1), 114–133.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Dacholfany, M. I., Suseno, N., Syofyan, H., & Fadli, M. R. (2024). Educational management in improving the quality of teachers in senior high schools. International Journal of Evaluation and Research in Education, 13(5), 3100–3110.
Dhofier, Z. (2011). Tradisi pesantren: Studi pandangan hidup kyai dan visinya mengenai masa depan Indonesia. LP3ES.
Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.
Gaol, N. T. L. (2023). School leadership in Indonesia: A systematic literature review. Educational Management Administration & Leadership, 51(4), 917–936.
Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. Paulist Press.
Hallinger, P. (2020). Science mapping the knowledge base on educational leadership and management from the emerging regions. Educational Management Administration & Leadership, 48(2), 209–230.
Ibrahim, M. A., & Abdullah, A. (2024). Leadership at the helm: Essential skills and knowledge for effective management in Islamic Economics and Finance schools. Heliyon, 10(17), Article e36696. https://doi.org/10.1016/j.heliyon.2024.e36696
Ibrahim, S., & Abdullah, Z. (2014). Sokongan pengetua dalam amalan komuniti pembelajaran profesional di sebuah sekolah di Johor, Malaysia. Jurnal Kurikulum dan Pengajaran Asia Pasifik, 2(1), 34–45.
Karim, A. (2024). Leader power of Islamic higher education institutions in improving the performance of human resources management. Cogent Social Sciences, 10(1), Article 2442818. https://doi.org/10.1080/23311983.2024.2442818
Kemenag. (2024). Statistik Perguruan Tinggi Keagamaan Islam 2023/2024. Direktorat Jenderal Pendidikan Islam.
Lei, H., Luo, Y., & Zhang, R. (2024). Transformational leadership and teacher performance: The mediating role of professional learning communities. Frontiers in Psychology, 15, Article 1326874.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Lukens-Bull, R. (2019). Islamic higher education in Indonesia: Continuity and conflict. Palgrave Macmillan.
Marlia, M. A., Fahmy, R., Lukito, H., & Games, D. (2025). An exploratory study on effective leadership and change management in the transformation of Indonesian public universities towards world-class university status. Sustainability, 17(3), Article 1300.
Mastuhu. (1994). Dinamika sistem pendidikan pesantren: Suatu kajian tentang unsur dan nilai sistem pendidikan pesantren. INIS.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Rosser, A. (2023). The politics of education reform in Indonesia: Challenges and opportunities. Asian Survey, 63(2), 234–258.
Shin, J. C., & Jung, J. (2014). Academics job satisfaction and job stress across countries in the changing academic environments. Higher Education, 67(5), 603–620.
Shulhan, M. (2019). Effect of authentic leadership on academic atmosphere and organizational culture in Indonesian Islamic higher education. International Journal of Innovation Creativity and Change, 7(2), 406–419.
Soares, A. E., & Lopes, M. P. (2020). Are your students safe to learn? The role of lecturer’s authentic leadership in the creation of psychologically safe environments. Active Learning in Higher Education, 21(1), 65–78.
Srimulyani, E. (2012). Women from traditional Islamic educational institutions in Indonesia: Negotiating public spaces. Amsterdam University Press.
Srivastava, A. P., & Dhar, R. L. (2020). Authentic leadership and extra role behaviour: A school based integrated model. Current Psychology, 38(3), 684–697.
Stake, R. E. (2006). Multiple case study analysis. Guilford Press.
Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2008). Authentic leadership: Development and validation of a theory-based measure. Journal of Management, 34(1), 89–126.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Yukl, G. (2013). Leadership in organizations (8th ed.). Pearson.
Ziemek, M. (1986). Pesantren dalam perubahan sosial. P3M.
Balwant, P. (2019). ‘Keeping it real’: Authentic instructor-leadership, student engagement, and performance. International Journal of Leadership in Education, 25(1), 39–65.
Bush, T. (2023). Educational leadership and management in the post-pandemic era. Educational Management Administration & Leadership, 51(1), 3–7.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Harris, A., & Jones, M. (2019). Leading professional learning communities. In A. Harris & M. Jones (Eds.), Leading and transforming teaching and learning (pp. 47–64). Springer.
Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions across nations (2nd ed.). SAGE Publications.
Kareem, J., et al. (2023). Transformational educational leaders inspire school educators’ commitment. Frontiers in Education, 8, Article 1171513.
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review. Educational Administration Quarterly, 48(3), 387–423.
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
Bao, Y. (2024). The effect of principal transformational leadership on teacher innovative behavior. Frontiers in Education, 9, Article 1378615.
Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2024). Cultivating teacher leadership: Evidence from a transformative professional development model. School Leadership & Management, 44(4), 413–441.
He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 63.
Pan, H.-L. W., Wiens, P. D., & Moyal, A. (2023). A bibliometric analysis of the teacher leadership scholarship. Teaching and Teacher Education, 121, Article 103936.
Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of learning-centred leadership and teacher professional learning on student achievement. International Journal of Educational Management, 35(1), 29–46.
To, K. H., Yin, H., Tam, W. W. Y., & Keung, C. P. C. (2023). Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens. Educational Management Administration & Leadership, 51(4), 889–911.
Published
2026-06-11
How to Cite
Suryadu, S., Syam, A. R., Aulia, R. N., & Purwanto, A. (2026). Developing an Authentic Leadership Model for University Rectors and Internalization of Pesantren Values in Enhancing Lecturer Performance at Pesantren-Based Higher Education Institutions. Proceeding of International Conference on Islamic Boarding School , 3(1). https://doi.org/10.61159/icop.v3i1.871
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