Post Transformational Leadership on Leading Change for

Successful Madrasahin Malang East Java Indonesia

Muhammad Walid and Fitratul Uyun

Universitas Islam Negeri Maulana Malik Ibrahim Malang

Keywords: Post Transformational Leadership, Leading Change, Madrasah.

Abstract: This research investigates the practice of madrasah principle leadership in managing changes. The foci of

this research are the process of an event. In details, it is about obtaining an in-depth understanding about

how is the foundation practice of head of madrasah in managing successful madrasah. This research applied

the qualitative approach (study case). Data were collected through some techniques, which are in-depth

interview, semi-involved observation, and documentation. Then, the obtained data is analyzed by using

descriptive qualitative technique (data on a website) and comparative analysis (data from various websites.

To measure the validity of the obtained data, the researcher used some standards, such as: credibility,

transferability, dependability, and confirmability. Leadership in managing changes in madrasah had some

principles, they are: (a) analyzing and identifying the performance of madrasah to respond toward

organizational situation in creating the need of changes; (b) distributing authority and decision making

process by building and strengthening the team of change coalition; (c) setting direction of madrasah which

covers building and disseminating vision and mission, creating consensus about goals and priorities, and

building high expectation of madrasah performance; (d) inspiring acceptable understanding about education

and schooling through the strategic implementation to accomplish goals and creating an effective learning in

organization; (e) building madrasah capacity, both personality and professionalism to broaden changes and

madrasah development by developing human resources; (f) stimulating appreciation to increase

commitment towards madrasah development through short-term-achievement celebration; (g) redesigning

organization, identifying, creating, maintaining, and modifying structure of decision making process to

consolidate changes; (h) building the collaborative culture which encourages the involvement of school

stakeholders in order to strengthen the result of changes.

1 INTRODUCTION

The background of this study is the worry towards

the existence of Islamic Education institutions,

especially madrasah. Besides pesantren, madrasah is

one of the most substantial Islamic education

institutions in Indonesia. The existence of madrasah

is so crucial to create high qualified young

generation who are not only excellent in general

knowledge, but also in understanding Islamic

knowledge. It has significant role in creating

excellent Indonesian young generation by far.

However, the quality of madrasah in Indonesia is

quite distressing (Azra 2000). In fact, Muslim

community in Indonesia are so passionate to hold

Islamic education. It is indicated by the total number

of madrasah in Indonesia, which is quite high.

Nevertheless, their passion about Islamic education

is contrast to their performance in managing

madrasah, especially in term of professionalism.

Further, it creates a big gap between the quality and

quantity of madrasah.

When we track back the history of madrasah in

Indonesia, it is undeniable that they were developed

by Muslim community and they are designed

completely based on their belief. Everyone within

the community has contribution to develop

madrasah. Therefore, it can be concluded that

Indonesian Muslim community implemented the

concept of community-based education. This fact

also explains why the quality of madrasah in

Indonesia is mediocre or even low. However, the

passion of Indonesian Muslim community has been

beneficial for Indonesia. By now, because of their

effort, there have been many madrasahs all over

Indonesia, in form of public and private madrasah

2918

Walid, M. and Uyun, F.

Post Transformational Leadership on Leading Change for Successful Madrasah in Malang East Java Indonesia.

DOI: 10.5220/0009917129182926

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2918-2926

ISBN: 978-989-758-458-9

(Azra 2000). Statistic reveals, there are more private

madrasah than public madrasah (Azra 2000).

Those data show how big the passion and the

independence of Indonesian Muslim community in

hold education through the development madrasah

is. They succeeded in creating madrasah for all

school level so students can accomplish the nine

year of compulsory education in Indonesia, covering

MI (Madrasah Ibtidaiyah or primary school), MTs

(Madrasah Tsanawiyah or middle school), and MA

(Madrasah Aliyah or senior high school). However,

unfortunately those efforts have not been supported

by good school (madrasah) management, teachers’

professionalism, and other internal factors such as

curriculum development, learning system, human

resources, and funding resources. Later, it created

problems and gaps in education which held by

madrasah in Indonesia.

Nevertheless, not all madrasah in Indonesia is

poorly rated. Some of them are good, either from its

achievement, management, and facilities.

Steenbrink, in one of his studies about Islamic

education institutions in Indonesia, concluded that

these days, madrasah Indonesia started to be able to

compete with other regular schools. The availability

of high quality madrasah in some of capital cities in

Indonesia, such as MIN “Para Juara” in Malang,

East Java, shows that madrasah can perform as great

as regular schools, or even better (Steenbrink 1994).

That kind of madrasahs prove that they can compete

with, not only madrasah under the authority of

Ministry of Religion, but also general schools under

the authority of Ministry of Education and Culture,

both academically and non-academically

(Djojonegoro 1998; Sergiovanni 1987).

From the above description, there were two

questions rising: why do some madrasahs are

successful, while others fail? And further, why those

madrasahs can be successful, while others fail in

achieving their goals?

Most reformation in madrasah happens when its

principal and its academic staff can change status

quo to a better stage. This is based on a research

outcome which shows that one of the greatest factor

in succeeding school transformation is the leadership

skill of its principal, since he is the agent and

manager of change. This is in accordance to a study

which was done by Edmond (1979) about school. It

was found in his study that schools which have

progressive achievement are mostly lead by a great

principal (Edmonds 1979). Tobroni (2005) also

stated that there is a significant relationship between

effective organization and effective leadership. In

addition, Edmond also stated that an organization

which has dynamic change is mostly lead by a great

principle who always attempt to improve his

achievement (Edmonds 1979). Hallinger and

Leithwood, in their study, later concluded that an

effective school is led by an effective principle as

well (Hallinger et al. 2005). The result of Borko,

Wolf, Simone, and Uchiyama’s study (2003)

revealed that leadership hold such a crucial role and

become a main factor which encourage the success

of school reformation (Borko et al. 2003). In

addition, Fullan (1993) also stated that school

principal is the agent of school transformation

(Fullan 2012). Putter as cited by Sergiovanni

(Sergiovanni 1987), drawn a conclusion that

principle is the main key within the effort of

increasing the quality of students. To sum up, all

those findings shows that principal or head of

madrasah is a leader and the most crucial agent of

change at schools.

Based on the explanations, it can be concluded

that the achievement of madrasahs is mostly

determined by school principals, as the agent of

change. Leithwood & Riehl (Leithwood & Riehl

2003), Hill (2002), (Leithwood et al. 2004) in their

studies concluded that the factors determined the

achievement of a school in general are students’

achievement and principals. A more detailed

explanation is available below:

The effect of educational leadership towards

students’ achievement is undeniably existed.

However, it is not directly seen and functioned

through the betterment of organization variables,

such as school mission or goals, curriculum, and

learning activities. However, when it is viewed from

the viewpoint of quantitative approach, it can be

estimated that the effects aren’t always invisible and

variables of leadership can explain the important

proportion related to school and students’ learning

achievement (Leithwood et al. 2004).

Even though the effect is not directly seen, but it

does significantly existed. In their review about how

leadership affect students’ learning, it is stated that

from all factors that affect students learning

achievement in schools, the existed findings guide

us to a conclusion where leadership is only one level

below learning process in classrooms (Leithwood et

al. 2004).

In recent times, there are many research about

leadership at schools in various contexts. One of

research which pay attention towards leadership at

schools is International Successful Principalship

Project (ISSPP). This project involves seven

countries, they are: Australia, China, Denmark, UK,

Norway, Sweden, andthe US. This project results

Post Transformational Leadership on Leading Change for Successful Madrasah in Malang East Java Indonesia

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some important findings about the characteristics of

a successful principal (Day et al. 2000). Leithwood

and Riehl (Leithwood & Riehl 2003), believe that

kind of principal shows some basic dimensions of

transformational leadership, such as great in

directing school development, developing human

resources, and redesign organization. That kind of

principal is also depicted as having strong personal

values and characteristics, professional, and

equipped by the ability to analyze and suit his

leadership with the unique school contexts. Based on

those findings, the characteristics of principalship

which found by ISSPP gives such a great

contribution towards a betterment of leadership at

schools.

ISSPP shows some differences between the

characteristics and practice of leadership which are

implemented by principals. The differences cover

the focus and priority within their leadership,

characteristics, and style (Leithwood 2005). The

researchers believe those differences are affected by

different situation and contexts, depends on where

the principalship is applied. Be it in public or private

schools, rural area or downtown, primary schools or

senior high schools, religiously-affiliated schools or

general schools, and Asia or Europe, East, West, or

Central. This is in accordance with the general

theory of leadership: leadership depends on the

context (contingency theory of leadership) (Fiedler

1993).

Eventhough, later, it is found that different

school context has massive effect towards the

establishment of leadership characteristics and

practice, the ISSPP project only result successful

principalship only in western school context. Asia

which is represented by China is not much different

from other Asian countries, such as Japan, Malaysia,

Korea, and even Indonesia itself. The differences

between China and other Asian countries cover

political, economics, sociocultural, and even,

religion matters in Indonesia context as the largest

Islamic country (Hallinger et al. 2005). The lack of

information about Asia and other contexts has limit

Indonesian teachers’ understanding about the

viewpoint of school leadership globally and

transformative school leadership.

There are a lot of studies about school leadership

which result findings about various leadership

characteristics. However, the writer found that there

are just a small number of research which focus on

school leadership in the context of madrasah in

Indonesia. In fact, knowledge about this area is so

crucial in filling that empty room and finding the

best leadership model and practice for the

development of madrasah in Indonesia. Besides,

study about leadership in madrasah can also be

beneficial for knowledge development in school

leadership in developing countries, such as

Indonesia, or even for the whole Asia.

Madrasah which considered successful in

Indonesia is used as the sample and the focus of this

study. That madrasah is The Public Madrasah

Ibtidaiyah (MIN) of Malang. The success of MIN

Malang both academically and non-academically is

greatly recognized in Indonesia. MIN Malang even

already gained some achievements in International

competition. For five years, this madrasah even

become a pilot model for schools and madrasahs in

Indonesia. It is even nominated as one of the most

favorite madrasah between 6.533 madrasahs in

Indonesia.

A British management expert, Roger Gill, once

stated that the determiner of success within an

organization depends on its change management and

change leadership. Gill also believe good

management of change is sine-qua-non (Gill 2002).

In addition, he states that while change must be well

managed, it also requires effective leadership to be

successfully introduced and sustained (Gill 2002).

Therefore, once we found a successful madrasah, we

need to analyze how the way of principal leadership

isimplemented in managing change, not only on his

leadership style and characteristics.

From those backgrounds, it can be concluded

that the focus of this research is madrasah principal

leadership in managing change in a successful

madrasah in Malang. In detail, this research studied

the practice of madrasah principle leadership in

managing changes. Research question in this study

are how is the practice of madrasah principal

leadership in managing change, starts from the stage

of unfreezing, changing, and refreezing.

2 METHOD

The focuses of this study are the process of an event,

or in details, it is about getting an in-depth

understanding about how is the principalship

practice of head of madrasah in managing successful

madrasahs. Therefore, it can be said that this

research applied the qualitative approach (study

case). Madrasah is chosen as the research object

because there are still a little number of research in

Indonesia which investigate successful madrasah.

Most researcher tend to study general school.

Data is collected through some techniques,

which are in-depth interview, semi-involved

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observation, and documentation. Then, the obtained

data is analyzed by using descriptive qualitative

technique (data on a website) and comparative

analysis (data from various websites. To measure the

validity of the obtained data, the researcher use some

standards, such as: 1) credibility, 2) transferability,

3) dependability, and 4) confirmability.

3 RESULT AND ANALYSIS

3.1 Creation of the Urgent Madrasahh

Transformation

The practice of madrasah principalship in creating

and building the urgent change in successful

madrasahs, can be done by analyzing and identifying

the performance of madrasahs to respond

organizational situation in creating the changes of

needs. This can be explained in the Table 2 as

follows.

Table1: The Creation of the Urgent Madrasahh

Transformation.

Sub-Theme

Realizing the changes of needs; comparing the

achievement of one madrasah to another’ social

changes which related to school (MBS, IT-based

learning); looking at the performance of

madrasahs/achievement expectation (internal analysis

and external analysis; comparing the performance of

the pioneers; and digging worker’s expectation

The sources of changes;madrasahh principal; bottom

up; vice principals and subject coordinators; teachers

and other staff at schools.

The ability of madrasah principal to analyze the

performance of academic and non-academic

achievement in every year to create the need of

changes in madrasah and/or comparing to other

madrasahs, are needed to realize a successful

transformation in a madrasah. Madrasah principals

can also identify the performance of madrasahs

through some indicators and utilize this information

to set aims and strategies. Madrasah principal also

can analyze and create school culture which support

changes and school development, and finally, thus,

students may achieve better at madrasah. Therefore,

madrasah principals need to focus their attention in

responding organizational situation and problems

that are faced by the organization. This implied the

principles of contingency leadership.

3.2 Creating Changes Coalition Teams

Thepractice of madrasah principalship in managing

changes, especially in terms of the creation or the

strengthening of changes coalition team can be done

through distributing authorities and decision making

process by building the changes coalition teams.

Table 3 shows that madrasahs can change by

creating changes coalition teams in the first place.

Table2: Strengthening Changes Coalition Teams.

Sub-Theme

Creating changes coalition teams; strengthening the

roles of vice principals

Strategies for strengthening the changes coalition

teams; nourishing the sense of belonging; attention,

motivating, and the actualization recognition;

expectation management; establishing effective

communication; consolidation and coordination of

the changes coalition teams

Madrasah principals assumed that the process of

decision making should be the focus in madrasah

transformation. Madrasah principals practice their

principalship by giving opportunities for madrasah

community to increase the organizational

effectiveness which based on the values of

democracy, and put school-based management as a

priority where stakeholders share leadership.

Besides, that kind of participative leadership can

improve school capacity to respond productively to

the demand of changes, both from internal and

external aspects. Participative leadership requires the

ability of madrasah principal to communicate with

their coalition team to create and improve the sense

of belonging.

3.3 Visioning

Themadrasah principals also show their

principalship practice, especially in the stage of

improving vision, by setting the direction of

madrasah which covers building mutual visions,

creating consensus about goals and priorities, and

settting high expectation of high achievement.

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Table3: Improving Vision.

Sub-Theme

Visioning; Sharing with other madrasah community

through formal activity, such as meeting, informal and

non-formal; learning from the ancestor and utilizing

skills and understanding about management; internal

and external context analysis. Internal context analysis

covers the situation of madrasahs, teachers, students,

madrasah resources, financial, and madrasah facilities.

While, external context analysis covers: society

expectation, parents, and neighborhood around

madrasahs, competition between madrasahs, global

and local changes, societal changes, and the changes

of education regulation (MBS, K13, IT-based learning,

etc.).

The urgency of vision; guiding and monitoring all the

elements of madrasahs to achieve those visions and

missions; using visions as the focal point in driving

madrasah; packing the visions with the basics of Islam

as the special characteristics of madrasah.

Vision dissemination; formal (general meeting, etc.);

informal (sudden inspection, individual supervision)

and non-formal (day out to madrasah neighborhood,

website, leaflet). The object of vision dissemination:

teachers, class coordinators, workers, janitor, security

officer, and parents).

Madrasah principles can lead changes by setting

the direction of the madrasah, right after developing

future visions, and then unite the steps of madrasah

community by communicating their visions and

inspire others to tackle challenges. All those things

are done without acting authoritarian. Even though,

principals invite other staffs of the madrasah to share

some thoughts, but still, the leader’s role is in their

hands. The establishment of future visions and

having strategies to execute those visions, shows

their skill to implement of the dimensions of

successful leadership or visionary leadership and

strategic leadership.

Thus, the findings in this study strengthen the

other findings about madrasah leadership

(principalship) that the leaders of successful

madrasahs have the ability in setting and giving

direction to communities to contribute in madrasah

transformation. Leithwood, et al (2004) believe the

skills to set and give direction is one of the

dimension of transformational leadership. Madrasah

principals, in this case, have clear and great vision

for madrasah, build it with the strategies which are

tend to be democratic, and disseminate it to build

mutual visions in communities. Madrasah principals

also have high expectation regarding madrasah,

teachers, and students’ performance. That

expectation gives inspiration for the member of

madrasah community and motivate them to increase

their performance. The skills of madrasah principle

in setting direction looks much clearer in the

strategies or programs that they compile.

3.4 Strategies for Visions Achievement

Madrasah principal can perform the practice of

leadership by giving inspiration on good knowledge

about education and school through strategies of

vision achieving and creating an effective learning

organization.

Table1: Strategies for Achieving Visions.

Sub-Theme

Academic; the implementation and development of K-

13, IT-based learning, students learning through

Mathematics and Science Club (MSC), andthe

improvement of teachers’ qualification by requiring

them having a master degree

Non-Academic; Extracurricular activities and IMTAQ

activities

Other supportive elements; discipline members of

madrasah; motivating member of madrasah to gain

better and better achievement and quality; the

improvement of school facilities for students

Therefore, madrasah leaders have showed the

understanding towards the importance of that kind of

development to achieve better students’ outcome.

Students’ better outcome which can be measured, is

like national examination. National examination

itself is a main thing for every madrasah principal

and members of other madrasah community.

Therefore, some of academic strategies which can be

used, such as additional learning time, try out, and

preparation for national examination, are compiled

to meet the demand of society in improving the

result of national examination. These all are the

short-term strategies. Thus, madrasah principal has

such an important role in compiling and

communicating school goals, creating expectations

and standards, coordinating curriculum, evaluating

instructional activities, and broadening students’

opportunities to learn. Madrasah leaders should have

an adequate skill to control their madrasahs. The

better their skill and knowledge about educational

and learning matters, the stronger the impact is.

Allah swt has given an analogy in the Holy

Koran, or in details, in surah al-Mulk: 1 as follows:

        

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Blessed is He in whose hand is dominion, and

He is over all things competent.

In other words, those madrasah principals are the

real example of strategic leaders. They implemented

some strategies to realize the visions of madrasah

which they created. It is obvious that the

establishment of visions and strategies of madrasah

are based on their belief and affected by their

personal experience and understanding (Yukl 2013).

They go hand in hand with other members of

madrasah, under the new paradigm of participative

management, compile strategies which can be

implemented effectively. They are consistent with

their definition and other members as well about

madrasah success so they introduce some kinds of

academic and non-academic strategies to increase

students’ achievement. Some supportive strategies

are also compiled to do continuous analysis towards

the programs and performance of madrasah.

3.5 Broadening the Actions of Changes

through Empowerment

From those findings about the broadening of

changes through empowerment, madrasah principals

implement the practice of building madrasah

capacity, both personally and professionally to

broaden the development of madrasah.

Table5: Broadening the Actions of Changes Through

Empowerment.

Sub-Theme

Developing human resources; workshop; Seminar;

Updating knowledge on their own; Study tour; idea

sharing; religious approach; kinship approach;

Individual supervision

Therefore, building madrasah capacity, which

becomes the focus of most madrasah principals,

covers personal and professional, and even

organizational capacity. Personal and professional

capacity is related to madrasah principal, vice

principal, teachers and non-teacher staff. Those

aspects of madrasah capacity shows such an in-depth

concern towards the professionalism development of

teachers and staffs. Each madrasah principal shows

future professional development for teachers and

staffs, which called by in-service training. In-service

training for teachers and staffs covers workshop,

seminar, idea sharing, sister school, and so forth.

3.6 Creating Short Term Success

Madrasah principal also do other practice of

leadership, which is using rewards to improve

teachers’ commitment in developing madrasah

through the celebration of short term success.

Table6: Creating Short Term Success.

Sub-Theme

Celebrating success; verbal appreciation, social

appreciation, scholarship awarding, financial reward,

trophy, school trip, position promotion for teachers,

pursuing master degree

Madrasah principal uses rewards as a process of

transaction, where leaders give reward to workers.

Therefore, giving them motivation, including

individual rewards and support will be beneficial for

both parties. Teachers and staffs will feel that their

leaders pay attention to them and that makes them

feel more comfortable to work in the madrasahs.

Maslow’s theory about motivation supports

prosperity development from principal to teachers

and staffs. And, at the end of the day, madrasah

principals have implemented the main dimension of

transformational leadership by giving motivation to

teachers and students, and improving their

commitment towards the madrasah development

(Bass 1985).

3.7 Consolidating Actions for Changes

From the earlier findings about consolidating actions

for changes, then it can be concluded that practices

which can be done are redesigning the structure of

the organization; identifying, creating, maintaining,

and modifying the structure for mutual decision

making in consolidating the changes ofmadrasah.

Table7: Consolidating Changes

Sub-Theme

Utilizing madrasah culture for changes; teachers who

have master degree; commitment of all members of

madrasah; support from madrasah committee and

stakeholders; department of education can be

responsive

Changing support system; member mindset; changing

visions of madrasah; structure of organization;

creating and strengthening Standard of Procedure

(SOP)

Consolidation of changes can be in form of

utilization of madrasah culture for changes, and

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support system changes; member mindset; changing

visions of madrasah; structure of organization;

creating and strengthening Standard of Procedure

(SOP). Even though there is not vision changes in

MAN Embun Pagi, but at least they already perform

strengthening of madrasah culture; discipline,

religious, and equip madrasah with proper and

adequate facilities. Therefore, the changes of

behavior of madrasah members is something which

must be inside the social organization, such as

madrasah. In the future, a successful madrasah is a

madrasah where the behavior of its members is

always having commitment and capacity to learn

continuously and the madrasah principal itself also

successful in creating madrasah as an effective

learning organization.

Structure changes and people who have roles in

those changes are example of the effort of madrasah

principle in giving authorityto teachers and staffs

through authority distribution and mutual decision

making process. This fact strengthens the finding

about transformational leadership where principals

are successful in creating the structure and mutual

decision making process. The process of authority

distribution indicates the implementation of

contingency leadership, which can be helpful in

solving problems, such as motivation, decision

making, organizational transformation,

organizational culture, and conflict management.

3.8 Strengthening and Maintaining the

Result of Changes

From the previous explanation about strengthen and

maintaining the result of changes, it can be

concluded that the practice of the madrasah

principles is building collaborative culture which

involve schools’ stakeholders to gain more changes.

Table8: Strengthen and Maintaining the Result of

Changes.

Sub-Theme

1. Evaluation

2. Istiqamah

3. Earlier preparation

4. Emotional closeness

5. Strategies development

6. Collaboration with third-party

Madrasah principals show their skills in

developing and building collaboration, not only with

the member of madrasah community, but also with

the other parties outside madrasah. This skill is

going together with the madrasah-based

management in which principals are given a kind of

freedom to make decision about the madrasahs. The

successful madrasah leaders tend to be able to make

great connections with many different segments of

society. They are close to stakeholder alliances,

varied connections, etc. All these collaborative effort

is meant to gain higher achievement for the

madrasah itself (participative leadership).

Because the strategic leaders can evaluate their

programs and strategies while they were being

implemented, madrasah principals in this studies

also do the same. They show their ability in

analyzing and evaluating their own context of

madrasah. Each of them can read different kinds of

situation, the weakness, the strength of madrasah,

expectation of different segment of community

towards madrasahs, and so forth. They compile

appropriate strategies and evaluate it continuously.

4 DISCUSSION

Finally, based on this study which focus on

madrasah as an Islamic educational institution, it can

be concluded that the leadership of madrasah

principal in successfully managing madrasahs in

different countries result in the creation of post-

transformational leadership theory. It is because all

the findings show that they all beyond simply

transformational leadership in the version of Burn,

Bass and Yukl, and any other leadership models

(visionary, managerial, moralist, substantial,

educational, and instructional leadership) as

explained in the following diagram.

The early dimension of transformational

leadership in the version of Burn and Bass tends to

be Leader-Followers Oriented, in which the leader

takes his own actions to increase theawareness of

other colleagues about what matters. Also, he/she

did it to encourage them to go beyond their personal

intention for the sake of improving the organization.

Transformational leadership reflects the interest

transcendence of leaders and followers. While

transformative leadership is only related to how to

inspire and gain commitment from followers. In the

other hand, transformational leadership tends to

focus on the exchange of appreciation between

leaders and followers (transactional).

While the model of Yukl transformational

leadership put more attention on behavioral

approaches, which highlight three principles, they

are: first, setting the goals of organization together;

second, developing human resources, which covers

providing individual support, offering intellectual

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stimulation, and giving examples on great and

important values and practices; third; redesigning an

organization and building a collaborative culture.

Figure 1: Post Tranformational Leadership.

The model of post-transformational leadership

goes beyond the model limitation of that

transformational leadership, which is by analyzing

and identifying madrasah performance to response

the organizational situation in creating the need of

changes; distributing authorities and decision

making process by building and/or strengthening the

team of changes coalition; setting the direction of

madrasah which covers building and disseminating

mutual vision and mission, creating consensus about

aims and priorities, and building high expectation of

performance; inspiring great knowledge about

education and schooling through the strategies of

vision achievement; and ability to create an effective

learning organization; building madrasah capacity,

both personally and professionally and it can be

done through developing human resources in

madrasah; stimulating appreciation to increase

commitment towards madrasah development;

redesigning organization; identifying, creating,

maintaining, and modifying the structure of mutual

decision making process. So, it is not only about

setting the direction of the organization, developing

human resources, and redesigning organization (as

the theory from Yukl), and different from the

concept from Burn and Bass about the leader-

followers oriented concept.

This study also strengthens the theory about

successful leadership, which is value-led

contingency leadership, in which the practices of

school leadership in managing changes at successful

school, by based on personal, professional, and

humanity values and belief. Value-led

contingencyindicates that school leadership is

centered at human with all aspects entitled to them

such as humanity, religion, and so forth, rather than

management system and market demand.

Meanwhile, madrasah principals who were studied

have implemented the dimensions of leadership such

as values and visions, team work, cooperation and

suitability of values and visions owned by leaders

and followers, integrity, consistency and integrity

owned by principals, context, fast response towards

what happened inside and outside the context,

continuous professionalism development, authority

is shared between team and individual, reflection,

building a self-characteristic to act in a proper way,

both by leaders and their staffs.

5 CONCLUSIONS

Leadership in managing changes in madrasah have

some principles, they are: (a) analyzing and

identifying the performance of madrasah to respond

toward organizational situation in creating the need

of changes; (b) distributing authority and decision

making process by building and strengthening the

team of changes coalition; (c) setting direction of

madrasah which covers building and disseminating

vision and mission, creating consensus about goals

and priorities, and building high expectation of

madrasah performance; (d) inspiring good

understanding about education and schooling

through the implementation of strategies to

accomplish goals and creating an effective learning

organization; (e) building madrasah capacity, both

personal and professional to broaden changes and

madrasah development by developing human

resources; (f) stimulating appreciation to increase

commitment towards madrasah development

through short-term-achievement celebration; (g)

redesigning organization, identifying, creating,

maintaining, and modifying structure of decision

making process to consolidate changes; (h) building

the collaborative culture which encourages the

involvement of school stakeholders in order to

strengthen the result of changes.

Therefore, this study enriched and/or created a

theory of post-transformational leadership, because

the finding shows that the leadership in this study

goes beyond the dimension of transformative

leadership in the viewpoint of Burn, Bass, Yukl, and

other models of leadership (visionary, managerial,

participative, moralist, contingency, educational, and

instructional leadership). The early model of Burn

and Bass transformative leadership tend to be leader-

followers oriented. Transformational leadership

reflected the transcendence of leaders and followers.

Transformative leadership is much related to how to

Post Transformational Leadership on Leading Change for Successful Madrasah in Malang East Java Indonesia

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inspire and gain followers’ commitment.

Transformational leadership puts more focus on the

exchange of appreciation between leaders and

followers (transactional). While the Yukl model of

transformational leadership tends to use the

behavioral approach, which highlight three main

principles: first, setting goals together; second,

developing human resources, covering providing

individual support, offering intellectual stimulation,

and giving examples on important values and

practices; third, redesigning organization to build

collaborative culture.

While the post-transformational leadership in

this study goes beyond other models of

transformational models. The model of the post-

transformational leadership covers analyzing and

identifying the performance of madrasah to respond

toward organizational situation in creating the need

of changes; distributing authority and decision

making process by building and strengthening the

team of changes coalition; setting direction of

madrasah which covers building and disseminating

vision and mission, creating consensus about goals

and priorities, and building high expectation of

madrasah performance; inspiring good

understanding about education and schooling

through the implementation of strategies to

accomplish goals and creating an effective learning

organization; building madrasah capacity, both

personal and professional to broaden changes and

madrasah development by developing human

resources; stimulating appreciation to increase

commitment towards madrasah development

through short-term-achievement celebration;

redesigning organization, identifying, creating,

maintaining, and modifying structure of decision

making process to consolidate changes; building the

collaborative culture which encourages the

involvement of school stakeholders in order to

strengthen the result of changes.

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