Community Empowerment in Leading "Pesantren": A Research of "Nyai"'s Leadership

Autor/inn/en	Samsu, Samsu; Kustati, Martin; Perrodin, David D.; Suwendi, Suwendi
Titel	Community Empowerment in Leading "Pesantren": A Research of "Nyai"'s Leadership
Quelle	In: International Journal of Evaluation and Research in Education, 10 (2021) 4, S.1237-1244 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Community Involvement; Islam; Religious Schools; Boarding Schools; Females; Leadership Role; Empowerment; Models; Path Analysis; Social Responsibility; Foreign Countries; Instructional Leadership; Indonesia + Suchen Sie Ihr Suchwort? Boarding school; Internat; Weibliches Geschlecht; Analogiemodell; Pfadanalyse; Soziale Verantwortung; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Indonesien
Abstract	Leadership is one of the essential factors that can influence community involvement in realizing the character of male and female students in the "pesantren" (Islamic boarding schools) in Jambi, Indonesia. This study proposed "Nyai"'s (female religious leaders in the "pesantren") charismatic, economic, and social responsibility leadership models in the context of community empowerment (CE). This quantitative research aimed to determine the contribution of "Nyai"'s leadership models to CE. The data from the questionnaire were analyzed using path and flowchart analysis. The results showed that the three "Nyai"'s leadership models in this study influenced and contributed to CE to support the "pesantren"'s activities and programs. This study recommended adopting the three "Nyai"'s leadership models in empowering the community in the "pesantren." (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. Tel: +62-274-4534501; Fax: +62-274-564604; e-mail: ijere@iaesjournal.com; Web site: http://ijere.iaescore.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01