Akademik Veri Yönetim Sistemi
ISLAMIC-BASED EDUCATIONAL LEADERSHIP, ADMINISTRATION AND MANAGEMENT , :Khalid Arar,Rania Sawalhi,Amaarah DeCuir,Tasneem Amatullah, Editör, Routledge Curzon, London , New York, ss.196-213, 2023
The educational leadership and management literature points out the social, cul- tural, and political impacts on school leadership (Dimmock & Walker, 2000; Hallinger, 2018; Shah, 2006; Walker & Dimmock, 2002). Owing to the Western origins of many theories in the field of educational leadership, researchers have begun to examine perceptions of leadership in different societies (e.g., Hallinger et al., 2017; Shengnan & Hallinger, 2021). In recent years, efforts to understand Islamic educational leadership have shown a noticeable increase (e.g., Brooks & Mutohar, 2018; Hammad & Shah, 2019; Shah, 2006; Sellami et al., 2019).
Johnson (2005) remarks, “[T]oday, faith schools attract an immense amount of attention from within and outside the field of education and in many national contexts” (p. 115). As faith schools, Imam Hatip schools (IHSs) in Turkey have changed significantly over the last 20 years. They strive to instill an identity that is both Islamic and modern in their students. From this perspective, these schools provide education that applies art, language, and natural and social science pro- grams (e.g., Göver & Yavuzer, 2015).
Therefore, in this study, the research questions are as follows:
1 What are the school principal’s perception and practice of Islamic educational leadership?
2 What are the good practices in this Islamic school?