THE INFLUENCE OF VISIONARY LEADERSHIP AND THE MODERATION OF SCHOOL CLIMATE ON THE EFFECTIVENESS OF INTEGRATED ISLAMIC SCHOOLS

Abstract

This study investigates the influence of visionary leadership and the moderating role of school climate on the effectiveness of Integrated Islamic Schools (SITs) in Blitar Regency. Using a quantitative approach with Structural Equation Modeling (SEM), data were collected via questionnaires from 180 respondents at SIT Al-Hikmah Garum and SIT Ibadurrahman Srengat. The analysis revealed a positive but non-significant relationship between visionary leadership and school effectiveness (β=0.156, p > 0.05). School climate, however, exhibited a positive and significant relationship with school effectiveness (β=0.345, p < 0.05). The moderating effect of school climate on the relationship between visionary leadership and school effectiveness was not significant (β=0.078, p > 0.05). These findings underscore the importance of cultivating a positive school climate to enhance educational quality within SITs. A holistic approach integrating visionary leadership strategies with simultaneous improvements in school climate is recommended to maximize effectiveness. Future research should expand the sample, explore additional influencing factors, and refine the measurement of visionary leadership by focusing on indicators such as commitment, clarity of vision, and program alignment. This study contributes to a better understanding of how visionary leadership and school climate can be jointly developed to achieve school effectiveness.