Harmonizing Sectarian Teacher Identities in Multicultural Islamic Education through Prophetic Eco-Leadership

Abstract

This research explores in depth the construction of Prophetic Eco-Leadership as the heart of stability within the multicultural education ecosystem at MA Sains Tuban. Amid fragmented religious organizations' identities and sectarian egos, this madrasah has built institutional resilience through an organic, transcendental leadership approach. Using an existential phenomenological study design, this study involved eight key informants who were selected objectively (purposively) to dissect their life experiences in the school ecosystem. Data were collected through in-depth interviews, participatory observations, and documentation, then analyzed using phenomenological reduction techniques to identify the phenomenon's core meaning. The results of the study revealed three main findings: first,  the khidmah spirit functions as an emotional anchor that synchronizes the diversity of teachers' organizational affiliations into an inclusive collective energy; second, the circulation of radical transparency acts as an organizational "immune system" that builds public trust beyond social strata; and finally, the use of external public space through Radio Syiar expands the resonance of multicultural education to marginalized groups. This research reconstructs Western Eco-Leadership theory by introducing the spiritual-transcendental dimension as the primary neural infrastructure for managing Islamic education. Implicitly, the Prophetic Eco-Leadership model offers a new standard for progressive madrasah governance, in which radical honesty and social inclusivity are absolute prerequisites for institutional sustainability in an era of global pluralism.