Reconceptualizing School–Community Relations Management in Islamic Education

This study reexamines school–community relations management in Islamic education within a specific geographical context, addressing the persistent gap between Islamic ethical principles and everyday managerial practices in educational institutions. Previous studies have often treated management effectiveness and community involvement as separate concerns. In contrast, this study conceptualizes school–community relations through an integrated, values-oriented framework informed by Islamic principles, particularly ukhuwah (social solidarity), amanah (trust), and maslahah (public benefit). A qualitative multiple-case study design was employed, involving 24 participants, including school principals, teachers, parents, and community leaders from Islamic schools and madrasahs across three Indonesian provinces. Data were collected through semi-structured interviews, document analysis, and non-participant observations. The data were analyzed thematically, drawing on educational management theory and Islamic educational thought. The findings reveal that school–community relations in the research context remain largely informal and dependent on individual leadership. At the same time, Islamic values are frequently expressed symbolically rather than systematically embedded in management practices. Implementing structured communication forums provided an organized mechanism to strengthen these relationships through regular dialogue, articulating parental and community concerns, collaborative problem-solving, and shared participation in school decision-making. When combined with value-driven leadership grounded in ukhuwah, amanah, and maslahah, structured communication helped foster mutual trust, transparency, and collective responsibility. Parental participation reportedly increased by approximately 35–45% in schools implementing these approaches. However, this figure should be interpreted in light of the study's measurement procedures and contextual limitations. Despite the study's regional scope and the constraints associated with limited digital infrastructure, the findings suggest that integrating structured communication mechanisms with Islamic ethical principles offers a context-sensitive approach to strengthening school–community relations.