A Phenomenological Study of Human Resource Management in Islamic Educational Institutions: Insights from Educators and Administrators

Abstract

Human resource management (HRM) plays a critical role in educational institutions, particularly in Islamic settings where the integration of academic and religious values presents unique challenges. While much research has explored HR practices in educational contexts, there is a lack of understanding regarding how staff in Islamic educational institutions navigate these dual expectations. This study aims to explore the lived experiences of educators and administrators in Islamic schools, madrassas, and pesantrens. Employing a phenomenological approach, data were collected through semi-structured interviews with 12 staff members, including headmasters, teachers, and administrative personnel. The data were analyzed using thematic analysis, from which five key themes emerged. These themes include: (1) values-based leadership, (2) role duality management, (3) faith-integrated professional development, (4) community engagement, and (5) institutional support structures. The findings highlight that leadership grounded in Islamic values plays a pivotal role in managing human resources. Furthermore, professional development programs that integrate both academic and religious training are crucial in addressing staff challenges. These results offer practical insights into HRM strategies within faith-based institutions. The study also has implications for future research, particularly in examining the long-term impact of values-driven HR practices on educational outcomes in similar Islamic educational contexts.