TRANSFORMATIONAL LEADERSHIP IN SHAPING RELIGIOUS AND COLLABORATIVE SCHOOL CULTURE: CASE STUDY AT SMK ARRAHMANIYAH

Abstract

This study examines how transformational leadership practiced by a school principal shapes school culture in a vocational education setting. School culture is a critical determinant of educational effectiveness, influencing teacher professionalism, student character formation, and institutional performance. However, many schools struggle to develop a positive and collaborative culture due to limitations in leadership capacity and organizational management. This research employs a qualitative case study approach at SMK Arrahmaniyah Tonjong, Bogor, Indonesia, under the Arrahmaniyah Education Foundation. Data were collected through direct observation, document analysis, and focus group discussions involving teachers who experienced the leadership transition since 2019. The findings reveal that the principal’s transformational leadership significantly contributes to the formation of a religious, disciplined, transparent, and collaborative school culture. The leadership practices reflect the four dimensions of transformational leadership: idealized influence through role modeling in religious activities, inspirational motivation through clear vision communication, intellectual stimulation through technological innovation and practice-based learning facilities, and individualized consideration through personal engagement with teachers. Administrative reform, financial transparency, discipline enforcement, conflict mediation, and integration of Islamic values into daily school activities have strengthened teacher commitment and improved the learning environment. This study concludes that transformational leadership is a key driver in cultivating a strong school culture that supports both moral and academic development. The findings provide practical implications for leadership development programs aimed at improving educational quality in vocational schools.