AI Networking Cookbook: Practical recipes for AI-assisted network automation and development
TL;DR
The results show that strategic agility is not merely technical, but a process of meaning-making that integrates digital practices with transcendental values in curriculum reform.
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.
This study examines the integration of transformational and ethical leadership in strengthening teachers' professional ethics and fostering the religious character of Generation Z students within the Islamic school environment. Employing a qualitative approach with an interpretive single-case study design, the research was conducted at MA Subhanah Subah Batang, Central Java, Indonesia. Data were collected through semi-structured interviews, participant observation, and document analysis, and subsequently analyzed using Reflexive Thematic Analysis. The findings reveal that the integration of both leadership styles produces a holistic organizational ecosystem, conceptualized as the "Transformational-Ethical Leadership Based on Uswah (T-EU) Model." This model strengthens teachers' professional ethics through value internalization and multi-layered exemplarity, transcending mere administrative compliance. Furthermore, authentic professional ethics transform into a primary catalyst in shaping the religious character of Generation Z students through the "Transformational-Ethical Exemplarity-Based Religious Character Formation (PKR-KTE) Model," which effectively navigates the challenges of digital disruption and contemporary moral crises. This study provides significant theoretical and practical contributions to the literature on Islamic educational leadership, asserting that value-based leadership is a fundamental prerequisite in responding to the complexities of character education in the modern era.
This study aims to analyze the functions and roles of spiritual leadership in the development of Pondok Pesantren Ma’had Ulum as-Syar’iyyah Yanbu’ul Qur’an (MUS-YQ) Lil Banin Kudus as a model for integrating transcendental values within pesantren education. Pesantrens represent strategic institutions for character formation and the transmission of Islamic scholarship, where the quality of Kyai leadership is a key factor in institutional sustainability and transformation. This research employs a qualitative approach using an intrinsic case study design. Data were collected through semi-structured interviews, participant observation, and document analysis involving the Kyai, the council of teachers (asatidz), administrators, and students. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, and trustworthiness was ensured using Lincoln and Guba’s criteria. The findings indicate that the Kyai’s spiritual leadership at MUS-YQ functions as the guardian of the transcendental vision, “fluency in tilawah and proficiency in amaliyah,” which strengthens students’ hope/faith in managing a dual curriculum and fosters a culture of khidmah and exemplary conduct in character formation. The integration of spiritual values with modern management contributes to curriculum development, institutional strengthening, and increased public trust without compromising the pesantren’s salafiyah identity. Abstrak Penelitian ini bertujuan menganalisis fungsi dan peran kepemimpinan spiritual dalam pengembangan Pondok Pesantren Ma’had Ulum as-Syar’iyyah Yanbu’ul Qur’an (MUS-YQ) Lil Banin Kudus sebagai model integrasi nilai transendental dalam pendidikan pesantren. Pesantren merupakan institusi strategis dalam pembentukan karakter dan transmisi keilmuan Islam, di mana kualitas kepemimpinan Kyai menjadi faktor kunci keberlanjutan dan transformasi kelembagaan. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus intrinsik. Data dikumpulkan melalui wawancara semiterstruktur, observasi partisipan, dan studi dokumentasi dengan melibatkan Kyai, dewan asatidz, pengurus, dan santri. Analisis data dilakukan menggunakan model interaktif Miles, Huberman, dan Saldaña serta uji keabsahan data berdasarkan kriteria Lincoln dan Guba. Hasil penelitian menunjukkan bahwa kepemimpinan spiritual Kyai di MUS-YQ berfungsi sebagai penjaga visi transendental “kefasihan tilawah dan kefaqihan amaliyah”, penguat hope/faith santri dalam menghadapi beban kurikulum ganda, serta penggerak budaya khidmah dan keteladanan dalam pembentukan karakter santri. Integrasi nilai spiritual dengan manajemen modern mendorong penguatan kurikulum, tata kelola kelembagaan, dan kepercayaan publik tanpa menghilangkan identitas salafiyah pesantren.
Good leadership is determined by the extent to which a principal is able to serve as a role model of integrity for the entire school community, because the effectiveness of education cannot be measured solely by academic achievement, but also by a leader’s ability to instill the value of honesty through consistent, tangible behavior. This study aims to analyze the role of transformational leadership based on the principal’s exemplary conduct as a strategy for internalizing the value of integrity in an integrated Islamic elementary school. The study employs a qualitative approach using a case study design to gain an in-depth understanding of the process of internalizing character values as it naturally unfolds in the field. Research participants were selected through purposive sampling, including the principal, vice principal, homeroom teachers, students, and parents, with the study conducted at SDIT Nuurul Fikri in Trenggalek, East Java. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions, which were then reinforced through source triangulation and methodological triangulation to ensure the validity of the research findings. The main results of the study indicate that the process of internalizing the value of integrity occurs through three mutually reinforcing dimensions: the knowing the good aspect, rooted in the prophetic example of the Prophet Muhammad’s siddiq character; the feeling the good” aspect, which holds that honesty must begin with leaders; and the “acting the good” aspect, achieved through habitual practice.
This article explores Fei Xiaotong’s (1992) concept of chaxu geju (差序格局), the differential mode of association, as a distinctive epistemological foundation for educational administration and leadership in the Global South. Rather than positioning chaxu geju as a simple alternative to a homogenized “Western” paradigm, the article places it in critical dialogue with diverse leadership typologies. It argues that chaxu geju contributes a distinctive account of leadership as differentiated moral and relational judgment, in which trust, obligation, and influence are patterned through concentric degrees of social proximity. The article draws on a qualitative study involving ten school head teachers and three directors of educational non-governmental organizations (NGOs) working with rural-to-urban migrant children in Guiyang, southwest China. The study shows that these leaders navigate fragile and under-resourced educational settings not primarily through formal hierarchy or standardized procedure, but through trust-based networks, moral credibility, and relational judgement. Leadership emerges as an ongoing practice of care, mediation, and differentiated responsibility across uneven social circles. By centering a Chinese indigenous concept as an analytic resource, this article contributes to the decolonization of educational leadership theory and practice. It suggests that chaxu geju enriches the theoretical repertoire of educational administration by illuminating forms of relational governance that remain under-theorized in dominant frameworks and by showing how leadership legitimacy is produced through morally embedded and socially differentiated relationships.
In the centralized and hierarchically structured educational system of Iran, school leadership is often shaped by cultural, institutional and political pressures that may foster narcissistic tendencies. This study explores the varied ways in which school principals and teachers in Sanandaj, Iranian Kurdistan, experience and conceptualize narcissistic leadership. This study employed a phenomenographic approach to explore the qualitatively different ways educators understand and experience narcissistic leadership within the school context. A total of 20 participants, comprising 9 principals and 11 teachers, were selected through criterion and snowball sampling techniques. Data were collected through three tools of open-ended questionnaires, narrative frames and in-depth, semi-structured interviews designed to elicit participants’ reflective narratives about leadership practices and interpersonal dynamics in their schools. Using a phenomenographic analytical approach, the study identified a hierarchy of five qualitatively distinct categories: narcissism as self-display in the school environment, narcissism as symbolic control and decision-making monopoly, narcissism as fear of losing legitimacy, narcissism as a heroic self-narrative and narcissism as the reproduction and imposition of structure. These categories are organized within a structured outcome space that highlights how professional identity, power relations and visions of the school evolve as awareness deepens. By concurrently examining principals’ internal justifications and teachers’ external interpretations, this study elucidates the perceptual and relational dynamics of narcissism within the architecture of school leadership. Theoretically, it reconceptualizes narcissism as an institutional and socially embedded construct rather than a merely individual disposition, demonstrating how it is constituted and reproduced through organizational logic, professional norms and symbolic expectations within the educational system. Also, through the application of a phenomenographic outcome space and the integration of diverse data sources, the study advances an innovative framework for uncovering the varied forms of leadership awareness that emerge across hierarchical levels of educational organizations.
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