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Mursalim
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia
Humanities Education Social Sciences

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The Role of Ihsan-Based Leadership in Enhancing Teacher Work Engagement and Institutional Sustainability Rizki Amelia; Mursalim; Muhammadiyah Amin
Journal of Social Studies and Education Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.2856

Abstract

This study aims to develop an Ihsan-Based Leadership (IBL) framework and explain how it may strengthen teacher work engagement and contribute to the sustainability of Islamic educational institutions. It adopts a post-positivist perspective and proposes a sequential exploratory mixed-methods design involving qualitative interviews, scale development and validation, and quantitative testing of six propositions using structural equation modeling. As a conceptual study, it derives its findings from theoretical synthesis rather than empirical observations. The analysis identifies four IBL dimensions: muraqabah-based integrity, itqan-driven excellence, rahmah-oriented care, and amanah-based stewardship. These dimensions are expected to generate job resources, including psychological safety, competence, emotional support, autonomy, and transcendental meaning, which may enhance teachers’ vigor, dedication, and absorption. Teacher engagement is further conceptualized as a contributor to four sustainability pillars: academic, human-capital, spiritual-cultural, and financial-operational sustainability. The study concludes that IBL offers an Islamic ethical leadership framework linking inner accountability with professional excellence. Its implications include guiding leadership development and institutional evaluation in practice, while future empirical research must validate the construct, measures, and proposed relationships.
Beyond Borrowed Theories: Reconstructing Islamic Educational Leadership Through the Khalīfah Rā‘in Paradigm Sirajuddin; Mursalim; Muhammadiyah Amin
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3241

Abstract

Leadership in Islamic educational institutions requires a paradigmatic foundation that integrates religious principles, ethical responsibility, and organizational governance. However, existing approaches frequently adopt modern leadership theories without sufficiently establishing their foundations in Qur'anic interpretation and hadith analysis. This study aims to reconstruct khalīfah and rā‘in as an integrated paradigm of Islamic educational leadership and develop a conceptual model grounded in Islamic sources. Using qualitative library research and critical-comparative analysis, the study examines Qur'anic verses, classical and contemporary exegesis, Nusantara interpretations, authentic hadith, and relevant leadership and governance theories. The findings reveal that khilāfah encompasses human potential, an ethically conditioned office, and a collective test, while ri‘āyah represents accountable care for those entrusted to a leader. These concepts converge in tawḥīd and establish a triadic relationship among God, the leader, and the led. The resulting model comprises six dimensions: istikhlāf, ‘ilm, ḥukm bi al-ḥaqq, ri‘āyah, ibtilā' and mas'ūliyyah, and falāḥ. The study contributes methodological criteria for deriving managerial principles from Islamic texts and offers theoretical and practical implications for leadership accountability, institutional governance, and ethical decision-making. Future empirical research is needed to validate the model and develop reliable measurement instruments.
Co-Authors Muhammadiyah Amin Muhammadiyah Amin Rizki Amelia Sirajuddin