Leadership Competence of Arabic Teachers in Improving Learning Quality

Abstract

This study aims to analyze the leadership competencies of Arabic language teachers in improving the quality of learning in madrasahs. The study is grounded in the recognition that teachers play a crucial role as instructional leaders who are expected not only to possess pedagogical and professional competencies but also to direct, motivate, guide, and serve as role models for their students. A qualitative approach with a case study design was employed. Data were analyzed using the interactive model developed by Miles, Huberman, and Saldana, while source and methodological triangulation were applied to ensure the credibility of the findings. The results indicate that the leadership competencies of Arabic language teachers have been effectively implemented through their ability to guide and influence students, foster learning motivation, support students' academic development, and demonstrate exemplary attitudes and behaviors. These competencies interact synergistically to create a conducive learning environment, enhance student participation, and promote character development. This study proposes a conceptual model of Arabic language teacher leadership competencies as a contribution to the advancement of teacher leadership studies within the context of madrasah education.