Toward a Tawhidic-Prophetic Educational Leadership Model: From Moral Exemplarity to Institutional Governance
DOI:
https://doi.org/10.37680/ssa.10853Keywords:
Islamic educational leadership; prophetic leadership; Tawhid; educational administration; institutional accountability; learning-centred leadershipAbstract
Educational leadership in Muslim societies is frequently interpreted through models developed outside Islamic intellectual traditions, while Islamic concepts are added as ethical descriptors rather than treated as an integrated account of purpose, authority, practice, and institutional responsibility. This critical narrative review synthesises Islamic leadership scholarship, mainstream educational leadership research, and recent empirical studies to develop the Tawhidic-Prophetic Educational Leadership (TPEL) model. The review distinguishes normative foundations, leader capacities, relational processes, institutional practices, mechanisms, and outcomes, and explicitly separates evidence-supported components from theory-derived propositions. TPEL comprises seven domains: purpose and moral orientation, exemplary integrity, learning-centred stewardship, consultative and distributed governance, relational care and inclusion, capability and adaptive innovation, and institutional accountability and continuity. Its distinctive claim is not that Islamic values replace established leadership mechanisms, but that prophetic leadership becomes educationally meaningful only when moral commitments are translated into observable, contestable, learning-centred, and accountable organisational routines. Available evidence associates prophetic leadership with teacher job satisfaction, competence, collaboration, and organisational development, but is geographically concentrated and largely cross-sectional or qualitative. Accordingly, TPEL is presented as a falsifiable theory-building framework rather than a validated causal model. Future research should test discriminant validity against adjacent leadership constructs, use multilevel and longitudinal designs, incorporate independent institutional outcomes, and examine failure conditions such as symbolic Islamisation, paternalism, and leader dependence.
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