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Article
Publication date: 12 October 2012

Azam Othman and Natyada Wanlabeh

The purpose of this paper is to present teachers’ perspectives on leadership practices and motivation in the context of Islamic private schools in Songkhla, a southern province of…

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Abstract

Purpose

The purpose of this paper is to present teachers’ perspectives on leadership practices and motivation in the context of Islamic private schools in Songkhla, a southern province of Thailand.

Design/methodology/approach

A survey method was employed to collect data from teachers in six selected Islamic private schools in Songkhla.

Findings

The statistical data indicate that teachers’ motivation is significantly related to principals’ transformational leadership practices, as perceived by teachers. It was found that though teachers perceive their principals exhibited transformational leadership more frequently than transactional leadership, the principals are viewed to display more idealized influence (IIB & IIA) and inspirational motivation (IM) rather than individual consideration (IC) and intellectual stimulation (IS) practices. To strengthen teachers’ motivation in schools, they should exhibit the individual consideration (IC) and intellectual stimulation practices more frequently.

Research limitations/implications

This research only focuses on selected Islamic private schools in Songkhla, a southern province of Thailand.

Originality/value

The implementation of the Islamic private schools is unique to Muslims in southern Thailand. The views and perspectives of the teachers and administrators are beneficial in moving to the next level of the policy.

Details

Asian Education and Development Studies, vol. 1 no. 3
Type: Research Article
ISSN: 2046-3162

Keywords

Article
Publication date: 8 March 2021

Ayesha Latif Shaikh and Syed Hasnain Alam Kazmi

The purpose of this paper is to scrutinize the marketing orientation and market-oriented cultural elements of integrated Islamic schools. These integrated schools teach modern…

Abstract

Purpose

The purpose of this paper is to scrutinize the marketing orientation and market-oriented cultural elements of integrated Islamic schools. These integrated schools teach modern science curriculum alongside comprehensive religious instruction in an Islamic environment.

Design/methodology/approach

This is an inductive, exploratory research from an interpretivist study. Narrative inquiry was undertaken to understand the perceptions, attitudes and actions of school senior management and teachers. Content analysis of the school websites and social media pages was carried out. In total, 7 schools and 16 respondents became part of the purposive sample.

Findings

The presence of several integrated Islamic schools, experienced Islamic education leadership and Islamic education consultants are evidence of a growing sector. The schools are technologically enabled, strongly customer-oriented and adept at inter-functional coordination. The need-gap found in this sector is in competitor orientation, curriculum development and recruitment of specific criteria-based staff.

Practical implications

With the mushrooming of integrated Islamic schools in Pakistan, the level of competition has also risen. The schools have made a considerable investment and strives to maintain and increase the enrollment rate of the institute. This research can enlighten integrated Islamic educators about effective education marketing practices and the prevalence of marketing orientation in such schools.

Originality/value

In Pakistan, private primary schools strive to differentiate themselves and competitively position their value proposition. The marketization of education has begun to affect perceptions of school staff, teachers, students and academic work itself. Yet, there is scarce exploratory research on marketing done by integrated Islamic primary schools. This study will contribute foundational work for the development of a holistic marketing model tailored to the requirements of integrated Islamic schools.

Details

Journal of Islamic Marketing, vol. 13 no. 8
Type: Research Article
ISSN: 1759-0833

Keywords

Abstract

Almost every year the nation was shocked by the fire incident at school and hostel. The Fire and Rescue Department of Malaysia (2020) recorded 216 fires that have occurred at the private Islamic religious schools from 2015 until 2019, where several fires have killed many students, such as accidents in 1985, 1998, 2013, 2014 and 2017. As a result, the public began questioning the level of awareness among the school administrators. Addressing these issues, a survey has been conducted on the private Islamic religious schools that had experienced fire incidents in order to identify the awareness level among the administrators and students and to investigate whether aspects of compliance with fire safety procedures are enhanced. Four groups of respondents were selected, in which the Department of Fire and Rescue acts as a focus group. The other three groups are the victims who have faced the fire itself in their respective schools. The findings highlighted that the awareness level among victims towards the fire prevention practices is very low. Evidence has revealed there is no periodic supervision towards fire safety equipment, and only 35% comply with the standard procedure. Experts suggest sustainable school building should introduce to meet the criteria in performance-based fire management solutions. This reflects the fact that building continuity and fire safety can be complementary, not contradictory, if the two disciplines engage in meaningful dialogue at the beginning of the design process.

Details

Sustainability Management Strategies and Impact in Developing Countries
Type: Book
ISBN: 978-1-80262-450-2

Keywords

Article
Publication date: 8 June 2021

Mahmood Nathie

The purpose of this study is to examine whether Australian Islamic schools, by dint of their unique status within Australian private schooling, may be construed as elitist or…

Abstract

Purpose

The purpose of this study is to examine whether Australian Islamic schools, by dint of their unique status within Australian private schooling, may be construed as elitist or exclusivist premised on markers such as religious affiliation, school age, history, location, reputation and non-curricular excellences such as affluence and alumni. This issue has not been examined empirically hitherto. This study addresses this absence, as these markers, when used selectively, may make student entry restrictive by virtue of enrolment criteria that is either hyper selective or exclusivist that is often administered through costly tuition fees.

Design/methodology/approach

Quantitative analysis is used to examine four distinct elitist markers associated with Islamic schools, as they appeal to a market prescribed by faith, preference and demand. Data is sourced from selected government and independent school databases including the index of community socio-educational advantage (ICSEA) database.

Findings

The findings indicate that Islamic schools do not fit any of these markers partly because these schools are positioned predominantly in middle to lower socio-economic communities and areas where the measure of educationally advantaged backgrounds is only marginally above the ICSEA threshold of 1,000. Further, their enrolment criteria are not premised on high fee-based structures nor on exclusivist selection and enrolment practices that would tag them as elitist.

Research limitations/implications

It is quite possible that parental and community perceptions of Islamic schools using qualitative measures may identify some schools as elitist. This, however, has yet to be tested empirically in further studies relying on surveys, interviews and focus group sessions.

Practical implications

Islamic schools should not market nor portray themselves as elitist or exclusivist for that may undermine the very purpose of their function as faith-based institutions.

Social implications

Perceptions of elitism levelled against some Islamic schools must be weighed against a number of distinct social markers. The examination of four markers in this study does not support such perceptions. Elitist perceptions may abound within communities and amongst parents when vying for student placements in these schools. The basis for such observations, however, is at best anecdotal or outright conjectural in the absence of empirical evidence.

Originality/value

This is the first and only study that examines the issue of elitism amongst Islamic schools in Australia and elsewhere.

Details

Journal for Multicultural Education, vol. 15 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 10 October 2016

Sudarat Tuntivivat

The purpose of this paper is to investigate direct, cultural, and structural violence in education system in the midst of armed conflict in Southern Thailand.

Abstract

Purpose

The purpose of this paper is to investigate direct, cultural, and structural violence in education system in the midst of armed conflict in Southern Thailand.

Design/methodology/approach

The exploratory qualitative case study conducted in-depth interviews and focus groups with 40 participants, consisting of students, parents, teachers, guidance counselors, principals, experts, education specialists, and administrators from seven schools across the three southern border provinces.

Findings

The study reveals some misconceptions of violence, normalization of direct violence in armed conflict, and pinpoints the ways in which cultural violence is used to legitimize structural and direct violence in the education system, as well as adverse effects and ethno-religious segregation in schools and the larger society.

Social implications

Some policy recommendations are offered to address violence and promote sustainable peace through the education system in Southern Thailand.

Originality/value

This paper offers new perspectives on the inter-relationship between education and violence and adverse effects on violence in the education system in the midst of armed conflict in Southern Thailand.

Details

Journal of Aggression, Conflict and Peace Research, vol. 8 no. 4
Type: Research Article
ISSN: 1759-6599

Keywords

Article
Publication date: 26 June 2020

Abdul Haiy Abdul Sali and Arlyne Canales Marasigan

The purpose of the paper is to explore the implementation of Madrasah Education Program (MEP) in selected Arabic Language and Islamic Values Education (ALIVE) schools in Quezon…

Abstract

Purpose

The purpose of the paper is to explore the implementation of Madrasah Education Program (MEP) in selected Arabic Language and Islamic Values Education (ALIVE) schools in Quezon City, Philippines and identify some challenges faced in their implementation practice.

Design/methodology/approach

This study utilized qualitative method of research using exploratory study, employing in-depth interviews, document analysis, and observation. The authors used purposive sampling with eight research participants: one Administrator, three ALIVE Coordinators, and four Madrasah Teachers or Asatidz.

Findings

The main findings in the MEP implementation, generally, the schools delivered some program goals through institutional support, pedagogical and instructional development, and enrichment of cultural diversity in the school community. However, the study identified some major challenges affecting the program implementation in selected ALIVE schools such as: lack of permanent infrastructure, limited instructional resources, learners' absenteeism, low and delayed Asatidz allowances, and cultural variances among Muslim Filipinos.

Research limitations/implications

The results of the study provide a general overview of MEP implementation and the major challenges experienced by program implementers. However, the study is limited to three selected ALIVE schools in the Philippines.

Practical implications

These results are useful in guiding education stakeholders in evidence-based policymaking to further improve the implementation of Madrasah Education.

Originality/value

This study provides enrichment of evidence-based research especially on the lived experiences of grassroots implementers. Fewer studies on Madrasah Education were conducted outside the Bangsamoro Autonomous Region (BARMM) particularly in the context of a non-Muslim dominated locale.

Details

International Journal of Comparative Education and Development, vol. 22 no. 3
Type: Research Article
ISSN: 2396-7404

Keywords

Article
Publication date: 8 June 2020

Melanie C. Brooks, Jeffrey S. Brooks, Agus Mutohar and Imam Taufiq

The purpose of this study was to investigate how socio-religious dynamics influence (and are influenced by) principals in Islamic schools.

Abstract

Purpose

The purpose of this study was to investigate how socio-religious dynamics influence (and are influenced by) principals in Islamic schools.

Design/methodology/approach

This qualitative case study took place in Semarang, Indonesia. Data were collected via semi-structured interviews with school leaders along with school site observations. To frame the study, we drew from both Indonesian and international scholarship to understand extant perspectives on the context and on the ways that principals influence socio-religious thinking and practices in schools.

Findings

Findings suggested that principals' personal experiences and beliefs are central to the ways that socio-religious thinking and practices are manifest in their school. Principals practice more progressive or conservative leadership by influencing the degree to which the school is (a) an open or closed system, (b) inclusive or exclusive in their practices and (c) plural or unitary in their teaching. In making decisions along each of these continua, principals in Islamic schools “curate” a socio-religious educational environment.

Originality/value

This paper contributes to the literature on principals and socio-religious dynamics in schools by discovering specific continua of practice that collectively suggest a more conservative or progressive interpretation of Islam. As this area is understudied in educational leadership, the study makes a foundational empirical contribution, suggests theoretical constructs heretofore unexplored, and advances the notion of principal as curator of educational practice.

Details

Journal of Educational Administration, vol. 58 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 21 February 2020

Nur Asnawi and Nina Dwi Setyaningsih

The purpose of this paper is to identify the dimensions of service quality in the context of Islamic higher education (IHE); explain the determinant dimensions of overall…

Abstract

Purpose

The purpose of this paper is to identify the dimensions of service quality in the context of Islamic higher education (IHE); explain the determinant dimensions of overall perceived service quality (PSQ) according to students; and explains the difference in the level of quality felt by students in each dimension based on gender, year of study and level of education of students in Indonesia.

Design/methodology/approach

A survey method from 384 questionnaires collected from students in four major cities in Indonesia; 378 questionnaires were declared valid for explanatory analysis using SEM-PLS and t-test.

Findings

The new model called Islamic Higher Education Service Quality (i-HESQUAL) with seven dimensions of quality that are considered important by students i.e. teaching capability and competence of academic staff (TCC), reliability of service (ROS), reputation of university (REP), responsiveness of employees (RES), empathy of employees (EMP), internalization of Islamic values (IIV) and library service support (LSS). The dimensions that influence the overall PSQ are the IIV and LSS. In addition, students based on the year of study have differences in assessing the dimensions of quality, namely the dimensions of TCC, ROS, IIV, LSS, while the level of education also has differences, especially on the dimensions of ROS, REP and LSS.

Research limitations/implications

This research was only carried out at four public Islamic universities, for that there is a need for further research in the form of longitudinal studies with different geographical samples e.g. in the perspective of private universities to generalize research results.

Practical implications

The i-HESQUAL dimensions can be used by IHE managers to measure their performance according to students' perspectives. The two dimensions that determine the overall PSQ should be IHE's strategic advantages and the dimensions that do not affect the overall PSQ are feedback to identify weaknesses.

Originality/value

These findings contribute to PSQ research in the context of IHE, which operates on the values and culture that surrounds it (Islamic culture), while most of the previous research was conducted in the context of developed countries with a secular education system.

Details

Journal of International Education in Business, vol. 13 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 14 November 2016

Rhonda Tabbah

This paper aims to describe patterns of experiences and perceptions of inclusion and accuracy of Arab American culture in the multicultural paradigm in schools through the voices…

Abstract

Purpose

This paper aims to describe patterns of experiences and perceptions of inclusion and accuracy of Arab American culture in the multicultural paradigm in schools through the voices of Arab American youth.

Design/methodology/approach

This study was carried out using a survey research design. Qualitative reports of experiences in school were obtained using open-ended questionnaires.

Findings

The reports were examined for themes regarding specific types of experiences and for types of inaccuracies taught about Arab culture in schools. Categories that arose for experiences included bullying/harassment, racial stereotyping and religious stereotyping of Arabs. Half of the sample reported that the culture is not represented in the multicultural paradigm in their school. Themes arising from curricular inaccuracies include misinformation involving stereotypes and biases.

Research limitations/implications

Limitations include generalizability due to research design and sampling methods. Future research may use multiple methods of collecting this type of information, such as focus groups, observations and face-to-face interviews with participants.

Practical implications

These experiences may affect students’ sense of belonging and inclusion in their schools, which may affect academic and social growth. Strategies for school staff to implement in their schools are provided. Results may be used to inform environmental, policy and curricular reform in schools.

Originality/value

This study is one of the few to provide qualitative descriptions of Arab American’s experiences in the schools.

Details

Journal for Multicultural Education, vol. 10 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 12 July 2021

Muhammad Iqmal Hisham Kamaruddin, Sofiah Md Auzair, Mohd Mohid Rahmat and Nurul Aini Muhamed

The purpose of this study is to examine the role of financial governance practices in influencing both financial management and Islamic work ethic practices to affect Islamic

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Abstract

Purpose

The purpose of this study is to examine the role of financial governance practices in influencing both financial management and Islamic work ethic practices to affect Islamic social enterprises (ISEs) accountability.

Design/methodology/approach

Questionnaires were administered to financial officers of 102 Malaysian ISEs. Data was analysed using Smart-PLS to examine the relationships between financial management, Islamic work ethic, financial governance and accountability.

Findings

Results of this study indicate direct relationship only exist between Islamic work ethic and accountability. The relationship between financial management and accountability are indirect through financial governance. Hence, the data proves that financial governance has a mediating role on both the relationships between financial management and Islamic work ethic with the accountability of the ISEs.

Research limitations/implications

The study has highlighted the greater role of financial management, Islamic work ethic and financial governance practices over accountability to achieve public trust, especially for Malaysian ISEs.

Practical implications

ISEs need to have good financial governance practices besides financial management and Islamic work ethic practices to achieve good accountability.

Originality/value

The study contributes to the field of management and social accounting by providing empirical evidence on the ISEs practices specifically on financial management, Islamic work ethic, financial governance and accountability. This framework thus presents amongst the first attempts in studying accountability issues in ISEs.

Details

Social Enterprise Journal, vol. 17 no. 3
Type: Research Article
ISSN: 1750-8614

Keywords

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