Transformational Leadership in Islamic Education: Navigating Cultural Identity, National Standards, and Community Engagement within Cambodia's Muslim Cham Minority Schools
DOI:
https://doi.org/10.53639/ijsse.v3i3.113Keywords:
Transformational leadership, Islamic Education, Minority Education, Cham Muslims CambodiaAbstract
This study examines the leadership dynamics in Islamic educational institutions within Cambodia's Cham Muslim minority community. The research highlights the interplay between cultural identity, national educational standards, and community involvement. Using qualitative and quantitative methods, including interviews with school leaders and community members, the study identifies key leadership strategies employed to maintain religious schooling amidst national expectations. Findings reveal a plural leadership ecosystem comprising centralized, mufti-led schools in Phnom Penh, community-driven madrasahs in rural provinces, and NGO-supported institutions. Leaders balance religious legitimacy, regulatory compliance, and resource mobilization, navigating challenges such as teacher professionalization, technological adaptation, and curriculum alignment. The study concludes with recommendations for enhancing leadership, fostering quality assurance, and strengthening dialogue between state and community, all while preserving the cultural and religious values of the Cham community.
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