Emotional Intelligence and Islamic Values in the Leadership of Madrasah Principals
DOI:
https://doi.org/10.35723/jie.v11i2.774Keywords:
Emotional Intelligence, Madrasah Leadership, Islamic Values, Islamic Education, Decision-Making, Conflict ResolutionAbstract
Emotional intelligence is a crucial competency in Islamic educational leadership, particularly when navigating resource constraints, decision-making processes, and conflict resolution. This study aims to analyse the application of emotional intelligence in the leadership practices of the principal of Madrasah Hurrasul Aqidah in Tarakan City, focusing on responses to pressure, the integration of empathy and Islamic values into decision-making, and conflict resolution. A qualitative approach with a case study design was employed. Data were collected over two months through participant observation, semi-structured interviews with the principal, teachers, and educational staff, as well as relevant public and private documentation. Data analysis followed the model proposed by Miles, Huberman, and Saldana, encompassing data condensation, data display, and the drawing and verification of conclusions. Data validity was strengthened through source triangulation, methodological triangulation, member checking, and an audit trail. The findings indicate that the principal addresses limitations in facilities and teachers' technological competencies through internal training, mentoring, and collaboration with other institutions. Decision-making reflects a concern for the well-being of the madrasah community, guided by principles such as empathy, consultation (syūrā), justice (‘adl), and trustworthiness (amanah). When faced with pressure or organisational challenges, the principal demonstrates an orientation toward strategic adjustment, effective communication, and the pursuit of collaborative solutions. These findings suggest that emotional intelligence is manifested through supportive, adaptive, and collaborative leadership practices, which function in tandem with managerial skills and organisational support. A limitation of this study is its focus on a single institution, which restricts the broader understanding of how emotional intelligence is applied within the context of Islamic educational leadership.
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