Exploring Al Ghazali's Theory for Professional Development in Middle Leadership: A Systematic Literature Review
DOI:
https://doi.org/10.37134/mrj.vol13.1.8.2024Keywords:
Al Ghazali, Professional Development, Middle Leadership, Educational Leadership, Ethical Leadership, Teacher DevelopmentAbstract
Al Ghazali's theory, renowned for its profound philosophical and ethical foundations, offers a unique lens through which to explore the intricacies of professional development in educational leadership. Al Ghazali's ethical theory emphasized virtues such as justice, wisdom, temperance, and courage, which can profoundly impact leadership practices and professional growth. This systematic literature review explores the intersection of Al Ghazali’s theory for professional development seeking to promote a comprehensive approach that bolsters both teacher empowerment and enhanced student outcomes. Employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, a thorough search was conducted in SCOPUS and Web of Science databases using keywords such as “Al Ghazali,” “professional development,” and “middle leader teacher empowerment,”. Analysis of 16 relevant articles structured around four main themes: Al Ghazali's influence on professional development, middle leadership and instructional leadership, management and organizational practices, and environmental and contextual influences on educational development. The findings of the review suggest that Al Ghazali's theory, with its emphasis on self-reflection, lifelong learning, and spiritual development, has significant potential for enhancing the professional development of middle leaders in a variety of educational contexts. However, the review also highlights the need for further research to fully understand the complexities and challenges of implementing Al Ghazali's theory in different cultural and institutional settings.
Downloads
References
Al-Ghazali, A. H. (2001). Kimiya’al-Sa ‘adah. Jakarta: Zaman.
Alimudin. (2022). Konsep Pendidikan Anak Dalam Perspektif Al-Ghazali. 86–98.
Beram, S., Awang, M., Ismail, R., & Noor, N. (2021). Aplikasi Fuzzy Delphi Method Terhadap Kompetensi Kepimpinan Organisasi Bagi Pemimpin Pertengahan Pendidikan. 10, 82–93.
Brendel, W., & Bennett, C. (2016). Learning to embody leadership through mindfulness and somatics practice. Advances in Developing Human Resources, 18(3), 409–425.
Bryant, D. A., & Walker, A. (2024). Principal-designed structures that enhance middle leaders' professional learning. Educational Management Administration & Leadership, 52(2). http://dx.doi.org/10.1177/17411432221084154
Bush, T. (2019). Turnaround leadership in education: A restatement of heroic leadership or a flawed concept. https://doi.org/10.1177/1741143219877629
De Nobile, J., Lipscombe, K., Tindall-Ford, S., & Grice, C. (2024). Investigating the roles of middle leaders in New South Wales public schools: Factor analyses of the Middle Leadership Roles Questionnaire. Educational Management Administration & Leadership. http://dx.doi.org/10.1177/17411432241231871
Ding, J.-F., Kuo, J.-F., & Tai, W.-H. (2019). A fuzzy evaluation model of choosing a middle manager for an international shipping service provider. Brodogradnja: An International Journal of Naval Architecture and Ocean Engineering for Research and Development, 70(1), 93–107.
Ebrahimi, M., Gholami, A., & Yusoff, K. (2021). Al-Ghazali's Ma'rifah and Mahabbah's Relations. International Journal Of Islamic Thought, 20, 1-12. http://dx.doi.org/10.24035/ijit.20.2021.211
Grootenboer, P., Tindall-Ford, S., Edwards-Groves, C., & Attard, C. (2023). Establishing an evidence base for supporting middle leadership practice development in schools. School Leadership & Management, 43(5), 454–472.
Gurr, D., Drysdale, L., & Goode, H. (2020). Global research on principal leadership. In Oxford Research Encyclopedia of Education.
Harris, A., & Jones, M. (2017). Middle leaders matter: reflections, recognition, and renaissance. School Leadership & Management, 37(3), 213–216. https://doi.org/10.1080/13632434.2017.1323398
Harun, Z., & Ghani, M. F. A. (2024). Malaysian Islamic Secondary School Leaders’ Leadership Challenges. Management Research Journal, 13(1), 1–19.
Ismail, A., & Solahuddin, A. (2023). Psychology of Patience and Semantic Approach to the Qur'an: Meaning of Qala on Istirja' Verse. Cogent Arts & Humanities, 10(1). http://dx.doi.org/10.1080/23311983.2023.2168342
Johnson, S., Kraft, M., & Papay, J. (2012). How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement. https://doi.org/10.1177/016146811211401004
Kirabaev, N. S. (2023). “Knowledge” and “Action”: al-Ghazali and Arab Muslim Philosophical Tradition in Context of Interrelationship with Philosophical Culture of Byzantium. RUDN Journal of Philosophy, 27(2), 201-215. https://doi.org/10.22363/2313-2302-2023-27-2-201-215
Mitra, D. L. (2022). Educational change and the political process. Routledge.
Muijs, D., & Harris, A. (n.d.). Teacher Leadership—Improvement through Empowerment. https://journals.sagepub.com/doi/10.1177/0263211X030314007
Musa, H., & Mohd Yusoff, M. Z. (2019). Professional Values Influence on the Teachers’ Quality of Islamic Secondary School. Jurnal Ilmiah Peuradeun, 7(2), 295–304.
Novianto, A., Arikunto, S., & Husna, A. N. (2020). Public Relations Management at Nahdlatul Ulama Al Ghazali University Cilacap Indonesia. Proceedings of the 4th International Conference on Learning Innovation and Quality Education, 1–4.
Paul, S. S. (2023). The Relationship between Teacher leadership and Teacher Commitment in National Type Secondary Schools in Klang, Selangor. Management Research Journal, 12, 42–52.
Purwanto, Y., Saepudin, A., Shofaussamawati, Islamy, M. R. F., & Baharuddin, D. (2023). Tasawwuf moderation in higher education: Empirical study of Al-Ghazālī’s Tasawwuf contribution to intellectual society. Cogent Social Sciences, 9(1), 2192556. https://doi.org/10.1080/23311886.2023.2192556
Rozlee, R. (2020). Kepimpinan Bertanggungjawab : Membentuk Model Berteraskan Spiritual Islam. 5(November), 202–213.
Saari, Z. N., & Ghani, M. F. A. (2024). Development of Cross-Cultural Leadership Model (m2cL) For Malaysian School Leaders. Management Research Journal, 13(1), 20-34file:///C:/Users/nsa09/Downloads/scholar (68).
Saman, A. M., & Musa, K. (2023). Empowering Instructional Coaches (SISC+) through Technology Integration in the Digitalization Era: Memperkasakan Pembimbing Instruksional (SISC+) Melalui Integrasi Teknologi Dalam Era Pendigitalan. Management Research Journal, 12, 1–10.
Samuels, M. A. B. (2023). Developing Inclusive and Respectful Leaders: How to Intentionally Design Meaningful Face-to-Face Experiences with Different Types of “Others.” Attitudes Aren’t Free: A Call to Action, 324.
Setiawan, B. A., Huda, H., & Rofi, S. (2020). The Electability of Islamic Educational Institutions. Jurnal Pendidikan Islam, 6(1), 57–68.
Si-Rajab, S., Madya, M., & Musa, K. (2019). The Level of Instructional Leadership Practices Among Principals of National Religious Secondary School in Malaysia. https://doi.org/10.18535/ijsrm/v7i3.el03
Sulaiman, A., Jamsari, E. A., & Noh, N. C. (2014). Islamic environment in child development according to the views of Imam al-Ghazali. Mediterranean Journal of Social Sciences, 5(29), 33–39.
Tang, J. (2023). In Search of the Middle Influence: Case Studies of Heads of Teaching-research Groups in Leading Teacher Learning through Instructional Leadership in Chinese Primary Schools.
Tang, J., Bryant, D. A., & Walker, A. D. (2022). School middle leaders as instructional leaders: building the knowledge base of instruction-oriented middle leadership. Journal of Educational Administration, 60(5), 511–526. https://doi.org/10.1108/JEA-01-2022-0018
Tasawwuf moderation in higher education: Empirical study of Al-Ghazālī’s Tasawwuf contribution to intellectual society. Cogent Social Sciences, 9(1), 2192556. https://doi.org/10.1080/23311886.2023.2192556
Thorpe, A., & Bennett-Powell, G. (2014). The perceptions of secondary school middle leaders regarding their needs following a middle leadership development programme. Management in Education, 28(2), 52–57.
Thorpe, A., & Garside, D. (2017). (Co) meta-reflection as a method for the professional development of academic middle leaders in higher education. Management in Education, 31(3), 111–117.
Vasalou, S. (2022). Ethics as Medicine: Moral Therapy, Expertise, and Practical Reasoning in al-Ghazālī’s Ethics. Archiv Für Geschichte Der Philosophie, 104(3), 468–508.
Yusak, S. M., & Jumahat, T. (2023). Amalan Kepimpinan Moral Dan Kecerdasan Spiritual Pemimpin Sekolah Terhadap Iklim Sekolah Berkesan : Satu Kerangka. July 2021.
Yusoff, M. Z. M. (2019). Professional Values Influence on the Teachers’ Quality of Islamic Secondary School. Jurnal Ilmiah Peuradeun, 7(2), 295–304.
Zakaria, Zurina Ismail, A. (2023). Akhlak Guru Muslim: Antara Realiti dan Ideal. Islāmiyyāt: International Journal of Islamic Studies, 45.
Zawawi, N. I. M., Sham, F. M., & Ismail, A. (2020). Pengurusan Stress Remaja Cemerlang. Jurnal Hadhari, 12(2), 127–155. https://ejournals.ukm.my/jhadhari/article/view/44892
Zhou, J., & Deneen, C. (2020). ‘Sandwiched’ or “filtering”: middle leaders’ agency in innovation enactment. Journal of Higher Education Policy and Management, 42(3), 332–346.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Nur Suhaila Ahmad, Aziah Ismail, Nur Hidayah Binti Mat@Ahmad, Muhammad Nidzam Yaakob, ‘Imaaduddin Abdul Halim
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
