Integrating Islamic Leadership Values in School Conflict Management: Insights from Indonesian Secondary Education

Abstract

This study examines how Islamic values can be systematically integrated into conflict management processes within Islamic educational institutions, addressing the limited empirical evidence on value-based approaches in educational leadership. Employing a descriptive qualitative design, the research gathered data through observations, in-depth interviews, and document analysis. The Miles and Huberman interactive model was applied to analyze data through iterative stages of reduction, display, and conclusion drawing. The findings reveal that conflicts predominantly stem from individual traits, perceptual differences, and communication gaps. The resolution process follows four phases problem identification, causal exploration, solution formulation, and decision evaluation each significantly shaped by the application of Islamic principles. Integrating shūrā (deliberation), justice, and ethical communication not only improved the effectiveness of conflict resolution but also fostered a more cohesive organizational climate and strengthened value-oriented leadership practices. The study contributes a contextualized model of conflict management grounded in Islamic ethics, offering theoretical refinement to value-based leadership discourse and practical implications for enhancing governance within Islamic educational settings.