Contribution of Islamic Worldview to Leadership and Student Learning Outcomes

  • Sarwo Edy Universitas Muhammadiyah Gresik, Indonesia


Schools must be managed healthily and effectively for noble purposes, so people must lead schools with reliable leadership capacity and good integrity. Several studies have stated that the effectiveness of Islamic school management rests on its human resources, which are capable and must have the competence and integrity of a pious personality. From this conception, it is necessary to know how essential school leaders are. This study aims to determine the contribution of the Islamic worldview to school leadership and student learning outcomes. The research design used a survey and was ex post facto conducted on a sample of 154 from 38 districts/cities of Muhammadiyah Elementary School Principals using an area random sampling technique. From these data, it can be concluded that the Islamic worldview presented to the principal affects his leadership practice in Islamic elementary schools. At the same time, the student learning outcomes are indirect through the rational path – organizational and emotional path. It was found that the Islamic worldview factor, which theoretically covers human behaviour, has been shown to strongly contribute to the principal's leadership behaviour and teacher behaviour.


Download data is not yet available.


[1] Abdi, H., & Williams, L. J. (2013). Partial Least Squares Methods: Partial Least Squares Correlation and Partial Least Square Regression BT - Computational Toxicology: Volume II. In B. Reisfeld & A. N. Mayeno (Eds.) (pp. 549–579). Totowa, NJ: Humana Press.
[2] Ahmad, K. (2018). Corporate Governance and Leadership from an Islamic Perspective. International Journal of Engineering & Technology, 7(4.29), 25–27.
[3] Ahmad, Rohman, A., Reza, A., & Firdausi, M. A. (2021). Melacak makna Worldview: Worldview Barat dan Islam. Kanz Philosophia, 7(1), 45–64.
[4] Al-karasneh, S. M., & Saleh, A. M. J. (2010). Islamic perspective of creativity: A model for teachers of social studies as leaders. Procedia - Social and Behavioral Sciences, 2(2), 412–426.
[5] Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469.
[6] Campbell, P., Chaseling, M., Boyd, W., & Shipway, B. (2019). The effective Instructional Leader. Professional Development in Education, 45(2), 276–290.
[7] Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational Research Review, 27, 110–125.
[8] Dhuey, E., & Smith, J. (2018). How school principals influence student learning. Empirical Economics, 54(2), 851–882.
[9] Gazi, M. A. I. (2020). Islamic Perspective of Leadership in Management; Foundation, Traits and Principles. International Journal of Management and Accounting, 2(1), 1–9.
[10] Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2016). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership, 46(1), 25–48.
[11] Hadi, S., & Sani, H. (2021). The History of Worldview in Secular , Christian , and Islamic Intellectual Discourse. Tasfiyah: Jurnal Pemikiran Pendidikan, 5(1), 49–74. The
[12] Hampden-Thompson, G., & Galindo, C. (2017). School–family relationships, school satisfaction and the academic achievement of young people. Educational Review, 69(2), 248–265.
[13] Huggins, K. S., Klar, H. W., & Andreoli, P. M. (2020). Facilitating Leadership Coach Capacity for School Leadership Development: The Intersection of Structured Community and Experiential Learning. Educational Administration Quarterly, 57(1), 82–112.
[14] Ikhwan, A. (2019). Public Relations in an Islamic Perspective; Implementation Study at Madrasah. At-Turats: Jurnal Pemikiran Pendidikan Islam, 13(2), 105–117.
[15] Ikhwan, A. (2021). Metode Penelitian Dasar (Mengenal Model Penelitian dan Sistematikanya). Tulungagung: STAI Muhammadiyah Tulungagung.
[16] Jöreskog, K. G., & Sörbom, D. (1982). Recent Developments in Structural Equation Modeling. Journal of Marketing Research, 19(4), 404–416.
[17] Leithwood, K., Sun, J., & Schumacker, R. (2019). How School Leadership Influences Student Learning: A Test of “The Four Paths Model.” Educational Administration Quarterly, 56(4), 570–599.
[18] Lin, H.-M., Lee, M.-H., Liang, J.-C., Chang, H.-Y., Huang, P., & Tsai, C.-C. (2020). A review of using partial least square structural equation modeling in e-learning research. British Journal of Educational Technology, 51(4), 1354–1372.
[19] March, A. F. (2010). Taking People As They Are: Islam As a “Realistic Utopia” in the Political Theory of Sayyid Qutb. American Political Science Review, 104(1), 189–207. 10.1017/S000305541000002X
[20] Maulana, A. M. R. (2020). Pandemi dalam Worldview Islam; Dari Konsepsi ke Konspirasi Abdullah Muslich Rizal Maulana. Tribakti: Jurnal Pemikiran Keislaman, 31(3), 307–323.
[21] McKnight, L., & Whitburn, B. (2020). Seven reasons to question the hegemony of Visible Learning. Discourse: Studies in the Cultural Politics of Education, 41(1), 32–44.
[22] Özdemir, G., Sahin, S., & Öztürk, N. (2020). Teachers’ Self-Efficacy Perceptions in Terms of School Principal’s Instructional Leadership Behaviours. International Journal of Progressive Education, 16(1), 25–40.
[23] Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., & Subasic, E. (2017). How does school climate impact academic achievement? An examination of social identity processes. School Psychology International, 38(1), 78–97.
[24] Rohani, A. (2009). Pendidikan Islam, Menuju Generasi Khaira Ummah. Majalah Ilmiah Sultan Agung, 44(29), 15–22.
[25] Rostini, D., Syam, R. Z. A., & Achmad, W. (2022). The Significance of Principal Management on Teacher Performance and Quality of Learning. Al Ishlah: Jurnal Pendidikan, 14(2), 2513–2520.
[26] Saleem, A., Aslam, S., Rafiq, J., & Rao, P. C. (2019, April). Principal Leadership Style and Teacher Job Performance: Evidence from Pakistan.
[27] Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin. Schneider, Michael: Psychology Department, University of Trier, Division I,, Trier, Germany, 54286, American Psychological Association.
[28] Sebastian, J., Allensworth, E., Wiedermann, W., Hochbein, C., & Cunningham, M. (2019). Principal Leadership and School Performance: An Examination of Instructional Leadership and Organizational Management. Leadership and Policy in Schools, 18(4), 591–613.
[29] Sebastian, J., Huang, H., & Allensworth, E. (2017). Examining integrated leadership systems in high schools: connecting principal and teacher leadership to organizational processes and student outcomes. School Effectiveness and School Improvement, 28(3), 463–488.
[30] Spillane, J. (2017). Leadership and Learning: Conceptualizing Relations Between School Administrative Practice and Instructional Practice. In K. Leithwood, J. Sun, & K. Pollock (Eds.), How School Leaders Contribute to Student Success (pp. 49–67). Cham: Springer International Publishing.
[31] Tan, C. Y., Lyu, M., & Peng, B. (2020). Academic Benefits from Parental Involvement are Stratified by Parental Socioeconomic Status: A Meta-analysis. Parenting, 20(4), 241–287.
[32] Tingle, E., Corrales, A., & Peters, M. L. (2019). Leadership development programs: investing in school principals. Educational Studies, 45(1), 1–16.
How to Cite
EDY, Sarwo. Contribution of Islamic Worldview to Leadership and Student Learning Outcomes. Al-Hayat: Journal of Islamic Education, [S.l.], v. 6, n. 2, p. 1-13, dec. 2022. ISSN 2599-3046. Available at: <>. Date accessed: 27 jan. 2023. doi: