<![CDATA[Purpose – This study aimed to analyze an Egalitarian Management Approach to Teachers from the Perspective of the Qur’an. Methodology – This study employed a qualitative approach using thematic interpretation (tafsīr mawḍū‘ī) and a phenomenological approach. The interpretation study focuses on verses concerning leadership, consultation, justice, equality, trustworthiness, and respect for knowledge as the basis for reconstructing leader–teacher ethics. Data were obtained through literature review, observation, in-depth interviews, and documentation. The analysis was conducted using an interactive model through data reduction, data display, and conclusion drawing. The results of the phenomenological analysis were discussed alongside the findings of Qur’anic interpretation to formulate the concept of leader–teacher ethics based on Qur’anic values. Findings –This study produced a framework for educational leadership ethics that emphasized the importance of transforming the relationship between leaders and teachers from a hierarchical pattern toward a more egalitarian partnership. The findings showed that leadership practices that remained oriented toward structural authority could limit teachers’ participation in decision-making, learning innovation, and professional development. Research implications/limitations – Based on a normative and conceptual analysis of Qur’anic values through a qualitative approach, this study formulated that the principles of al-Shūrā (consultation), al-‘Adālah (justice), al-Musāwah (equality), and al-Amānah (trustworthiness) are the main foundations for building leadership relationships that are more just, collaborative, and oriented toward the welfare of education. Originality/novelty– This study produced an egalitarian, participatory, and just educational management model that strengthens teacher professionalism.]]>
