Dedy Achmad Kurniady

Women’s leadership in educational institutions is a crucial issue in contemporary leadership discourse, particularly regarding demands for inclusivity, social justice, and improving the quality of education. Although women dominate the teaching profession, their representation in strategic leadership positions remains limited due to structural, cultural, and psychological barriers. This study aims to analyze the patterns of women’s leadership in educational institutions, identify the challenges faced, the factors supporting women’s leadership career success, and their impact on educational outcomes and organizational culture. The study used the Systematic Literature Review (SLR) method with reference to the PRISMA procedure. Data sources came from reputable scientific articles indexed by scopus and crossref for the period 2015–2025, with a total of 43 articles analyzed. The results of the study indicate that women’s leadership is pluralistic and contextual, with tendencies toward transformational-feminist, relational-collaborative, intersectional, reflective-resilient, and adaptive leadership. The main barriers include patriarchal organizational culture, gender stereotypes, structural discrimination, limited professional networks, and domestic role conflict. Factors contributing to women’s leadership success include mentoring and sponsorship support, psychological resilience, professional capital, family support, and inclusive institutional policies. The reviewed studies, which are predominantly qualitative and conceptual, suggest that women’s leadership may contribute to learning quality, educational innovation, organizational equity, and institutional resilience, although the evidence varies in strength and does not establish causal effects.

Women’s leadership in educational institutions is a crucial issue in contemporary leadership discourse, particularly regarding demands for inclusivity, social justice, and improving the quality of education. Although women dominate the teaching profession, their representation in strategic leadership positions remains limited due to structural, cultural, and psychological barriers. This study aims to analyze the patterns of women’s leadership in educational institutions, identify the challenges faced, the factors supporting women’s leadership career success, and their impact on educational outcomes and organizational culture. The study used the Systematic Literature Review (SLR) method with reference to the PRISMA procedure. Data sources came from reputable scientific articles indexed by scopus and crossref for the period 2015–2025, with a total of 44 articles analyzed. The results of the study indicate that women’s leadership is pluralistic and contextual, with tendencies toward transformational-feminist, relational-collaborative, intersectional, reflective-resilient, and adaptive leadership. The main barriers include patriarchal organizational culture, gender stereotypes, structural discrimination, limited professional networks, and domestic role conflict. Factors contributing to women’s leadership success include mentoring and sponsorship support, psychological resilience, professional capital, family support, and inclusive institutional policies. This study confirms that women’s leadership positively contributes to the quality of learning, educational innovation, organizational equity, and the resilience of educational institutions.

Women’s leadership in educational institutions is a crucial issue in contemporary leadership discourse, particularly regarding demands for inclusivity, social justice, and improving the quality of education. Although women dominate the teaching profession, their representation in strategic leadership positions remains limited due to structural, cultural, and psychological barriers. This study aims to analyze the patterns of women’s leadership in educational institutions, identify the challenges faced, the factors supporting women’s leadership career success, and their impact on educational outcomes and organizational culture. The study used the Systematic Literature Review (SLR) method with reference to the PRISMA procedure. Data sources came from reputable scientific articles indexed by scopus and crossref for the period 2015–2025, with a total of 44 articles analyzed. The results of the study indicate that women’s leadership is pluralistic and contextual, with tendencies toward transformational-feminist, relational-collaborative, intersectional, reflective-resilient, and adaptive leadership. The main barriers include patriarchal organizational culture, gender stereotypes, structural discrimination, limited professional networks, and domestic role conflict. Factors contributing to women’s leadership success include mentoring and sponsorship support, psychological resilience, professional capital, family support, and inclusive institutional policies. This study confirms that women’s leadership positively contributes to the quality of learning, educational innovation, organizational equity, and the resilience of educational institutions.

Currently, cases of bullying and violence in secondary schools in Indonesia are showing an increasing trend. Therefore, the development of a proactive early detection system focused on the welfare and mental health of students is a primary goal. Current dynamics indicate that the use of AI in education is still dominated by technical, academic, and adaptive learning aspects, while the context of administrative counseling services and early detection of violence in schools has not been fully integrated. This study analyzes the integration of AI, administrative counseling quality, and school support in supporting the early risk detection of students in secondary schools in Indonesia. Using a quantitative approach with a survey design involving 619 students, data were collected through Google Forms and analyzed using SEM-PLS. The results of the research data analysis indicate a positive effect of AI on the quality of administrative counseling, organizational support, and early risk detection. The quality of administrative counseling also has a significant effect on school support and early risk detection, with school support having the strongest effect on early risk detection, with β = 0.497. Furthermore, administrative counseling quality and school support act as mediators of the relationship between AI variables and early risk detection. The novelty of this research lies in the development and testing of an integrative model based on socio-technical systems that places the quality of school counseling and support administration as a key factor in the effectiveness of AI utilization for the prevention of bullying and violence in secondary schools in Indonesia.

Lecturer productivity is a key indicator of higher education quality and institutional competitiveness. Authentic leadership has been widely recognized as a leadership approach that fosters trust, transparency, and ethical behavior; however, empirical evidence examining its influence on faculty productivity in Islamic higher education remains limited. This study aimed to investigate the effect of authentic leadership on lecturer productivity and to explain lecturers’ perceptions of leadership practices within an Islamic higher education institution.This study employed an explanatory sequential mixed-methods design. Quantitative data were collected from 127 lecturers at STAIN Mandailing Natal using structured questionnaires and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data were subsequently obtained through in-depth interviews with institutional leaders and lecturers and analyzed using NVivo to enrich and explain the quantitative findings.The findings revealed that authentic leadership had a positive and statistically significant effect on lecturer productivity (β = 0.513, p .001), explaining 26.3% of the variance in productivity. Although the explanatory power was moderate, authentic leadership emerged as an important organizational factor supporting lecturers’ implementation of the Tri Dharma of Higher Education. Qualitative findings further indicated that transparency, fairness, institutional support, and equitable access to research opportunities shaped lecturers’ perceptions of authentic leadership and influenced their motivation to enhance academic productivity.The study demonstrates that authentic leadership contributes to faculty productivity by fostering a supportive and ethical academic environment. Integrating PLS-SEM with qualitative inquiry provides a more comprehensive understanding of how leadership practices influence lecturer productivity in Islamic higher education. Although the findings are limited to a single institution, they offer practical implications for strengthening transparent leadership and developing institutional policies that promote sustainable academic productivity.

Currently, cases of bullying and violence in secondary schools in Indonesia are showing an increasing trend. Therefore, the development of a proactive early detection system focused on the welfare and mental health of students is a primary goal. Current dynamics indicate that the use of AI in education is still dominated by technical, academic, and adaptive learning aspects, while the context of administrative counseling services and early detection of violence in schools has not been fully integrated. This study analyzes the integration of AI, administrative counseling quality, and school support in supporting the early risk detection of students in secondary schools in Indonesia. Using a quantitative approach with a survey design involving 619 students, data were collected through Google Forms and analyzed using SEM-PLS. The results of the research data analysis indicate a positive effect of AI on the quality of administrative counseling, organizational support, and early risk detection. The quality of administrative counseling also has a significant effect on school support and early risk detection, with school support having the strongest effect on early risk detection, with β = 0.497. Furthermore, administrative counseling quality and school support act as mediators of the relationship between AI variables and early risk detection. The novelty of this research lies in the development and testing of an integrative model based on socio-technical systems that places the quality of school counseling and support administration as a key factor in the effectiveness of AI utilization for the prevention of bullying and violence in secondary schools in Indonesia.

Authentic leadership today faces significant challenges stemming from shifts in power that can lead to tensions between moral values, conscience, and organizational interests. This study explores how authentic leadership can be realized and maintained within the context of power within higher education, emphasizing the role of conscience and spiritual intelligence. Using a narrative approach and grounded theory, the stories and experiences of leaders in higher education are analyzed in depth. The themes of authenticity in decision-making, interpersonal relationships, and leaders' experiences interacting with organizational processes are explored in detail. Data collection was conducted through in-depth interviews, observation, and documentation. Data were analyzed through an iterative coding process accompanied by continuous comparisons between categories until category refinement was achieved. Then, various sources were combined to find the main concepts and relationships based on stories from research informants. The results of the analysis indicate that authentic leadership does not only depend on self-awareness, transparency, consistency, and harmony between personal values and real actions, but is closely related to the complex interaction between the voice of conscience as an internal moral guide that supports integrity when facing pressure with spiritual intelligence as a basis for understanding and responding to ethical problems wisely. This study theoretically helps broaden the understanding of authentic leadership. This research focuses on moral and spiritual perspectives. These two elements serve as mutually supportive foundations for leaders to remain authentic despite facing pressure from organizational power. The findings indicate that the implementation of real leadership in higher education is not merely a leadership style but a continuous process of maintaining the moral commitment and social responsibility of academic institutions amidst the dynamics of organizational power.

The implementation of Indonesia’s Merdeka Belajar policy requires transformative leadership approaches to address post-COVID-19 educational disruption. This study examines the associations between e-leadership, the adoption of disruptive learning innovations, and the implementation of the Merdeka Belajar policy in Indonesian junior high schools. Drawing on the Technology Acceptance Model, Social Cognitive Theory, and Digital Leadership Theory, we surveyed 162 principals in Bandung City using proportionate stratified random sampling and validated instruments demonstrating satisfactory reliability (Cronbach’s α = 0.842–0.891; CR = 0.857–0.906), convergent validity (factor loadings = 0.717–0.921; AVE = 0.571–0.671), and discriminant validity. E-leadership significantly predicted disruptive learning innovation (β = 0.728, t = 18.394, p < 0.001, R² = 0.530). Disruptive learning innovation strongly predicted policy implementation (β = 0.790, t = 24.671, p < 0.001, R² = 0.624). E-leadership also exerted a significant direct effect on policy implementation (β = 0.126, p = 0.020). Mediation analysis confirmed that disruptive learning innovation mediates 82.0% of e-leadership’s effect on policy implementation (indirect β = 0.575, p < 0.001; VAF = 0.820), indicating predominant partial mediation, with high predictive relevance (Q² = 0.823). This study provides the first empirical evidence of e-leadership’s role in educational policy implementation through disruptive innovation mechanisms, contributing to digital leadership theory in educational contexts. While situated in the Indonesian Merdeka Belajar context, the framework generalizes to educational systems worldwide implementing digital transformation, competency-based curriculum reforms, and technology-enhanced learning initiatives, offering practical guidance for school principals navigating 21st-century educational change globally. Practical implications include prioritizing e-communication and e-trustworthiness training for school leaders, allocating resources to support innovation adoption infrastructure, and establishing digital platforms for implementation monitoring.