This article aims to explain the principles of the leadership styles of madrasah heads in enhancing the quality of Islamic education in Lhokseumawe City. It turns out that the leadership of madrasah heads has a significant impact on the functioning of the madrasah leadership. The madrasah head plays a direct role in developing Islamic educational institutions through leadership characteristics, leader types, leader functions, and leader activities during their tenure as madrasah heads. A quantitative research method with a phenomenological approach is considered capable of addressing various issues in the research problem formulation. It simultaneously analyzes data obtained from observations, interviews, and in-depth documentation to find answers to the research problem. The research findings reveal that the leadership styles of madrasah heads can be divided into two categories: democratic leadership style and autocratic leadership style. The first principle of leadership style involves giving responsibilities and authority to all parties, encouraging active involvement in the organization. Members are given opportunities to provide suggestions, recommendations, and criticisms for the progress of the organization. The second principle, the autocratic leadership style, positions a leader as the source of policies.

This study examines innovative teaching approaches’ effect on the quality of education for prospective primary teachers. A mixed-methods approach combining qualitative and quantitative data collection techniques was employed. Initially, the two data sets were analyzed separately—qualitative data through thematic analysis and quantitative data through statistical methods. The themes emerging from the qualitative analysis were then cross-referenced with the quantitative findings to evaluate whether the trends supported each other. For instance, if a qualitative theme indicated that teachers felt more confident using innovative methods, this was supported by quantitative data showing improvements in teacher performance scores or student outcomes. The study had 200 participants, and the study findings revealed a significant positive impact of innovative teaching approaches on the quality of education for future primary teachers. Participants reported increased engagement, improved critical thinking, and enhanced adaptability in classroom settings. The study findings reveal that innovative approaches significantly improve the quality of education for prospective primary teachers by fostering more interactive, technology-enhanced, and student-centered learning environments. To maintain these improvements, it is essential to invest in infrastructure, provide ongoing support for teacher educators, and continuously update curricula to reflect emerging educational technologies and practices. These findings emphasize the importance of innovation in teacher training to meet the evolving demands of primary education.