Managerial Competence of Headmaster in Developing Islamic Religious Education with a Multicultural Insight at Senior High School

Abstract

Headmaster, as the captain of an institution, should have adequate managerial competence. The managerial ability of a headmaster is a very important thing for a headmaster to have.  With these abilities, headmasters are expected to be able to manage their institutions effectively and efficiently so that a school institution will become a quality educational institution. The aim of this research is to reveal the planning, organization, implementation and supervision of headmasters' managerial competencies in developing Islamic religious education with a multicultural perspective in high schools. The research method uses a qualitative approach with a phenomenological type, to describe, analyze and provide natural interpretations regarding headmaster managerial matters. In exploring the data, informants were determined using purposive sampling and data development using snowball sampling, data collection techniques through observation, interviews, documentation and focus group discussions (FGD). Data analysis techniques use the Spradley model or Cyclical model. Data validity uses internal validity, external validity, reliability and objectivity. The conclusion of the research results shows that planning in developing Islamic Religious Education with a multicultural perspective is made clearly as a guideline for activities that emphasizes the direction of activities carried out and makes it easier to obtain support from resources and potential from both institutions and the environment. The organizing process is structured on the basis of predetermined goals and formal mechanisms contained in the organizational structure that reflect the needs and optimization of existing resources within the institution. The implementation process requires good communication skills from a leader so that he is able to convey ideas, ideas, procedures, policies and goals well. Supervision has a direct relationship to the planning, organizing and implementation processes because it is related to adjusting implementation standards within the institution.