<![CDATA[Teacher conflict is an inevitable phenomenon in the dynamics of school organizations, arising from differences in perceptions, interests, communication patterns, and work systems. If not managed properly, conflict may negatively affect teacher performance, professional relationships, and the overall school climate. This study aims to examine teacher conflict management from the perspective of Islamic leadership ethics as an ethical and constructive approach to conflict resolution in educational settings. By examining academic journal articles and pertinent literature released between 2024 and 2025, this study uses a qualitative approach and a library research methodology. Data were analyzed using content analysis to identify key concepts, principles, and strategies of conflict management within Islamic leadership. The findings indicate that Islamic leadership ethics grounded in the values of justice, consultation (shūrā), patience, honesty, and trustworthiness play a significant role in managing teacher conflict effectively. Conflict management based on Islamic leadership ethics is not merely oriented toward problem resolution but also toward improving interpersonal relationships and fostering moral development within the school community. Therefore, the implementation of ethically grounded Islamic leadership contributes to creating a harmonious school environment, enhancing teacher professionalism, and supporting sustainable improvement in educational quality.]]>
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