<![CDATA[The leadership crisis in Islamic educational institutions reflects the structural inadequacy of secular–materialistic paradigms in addressing the transcendental and ethical dimensions essential for sustainable institutional excellence. This study aims to: (1) derive strategic leadership principles from the Qur'an and Prophetic traditions (Sunnah) using classical istinbāṭ methodology; (2) critically evaluate Western leadership theories through an Islamic epistemological lens; and (3) construct an integrative model of Islamic strategic–transformational leadership grounded in tawhidic ontology. Employing a philosophical–conceptual approach integrated with systematic literature review, Qur'anic verses were identified through thematic exegesis (tafsir mawdu'i), hadith were authenticated via isnad analysis cross-referenced with the Sahihayn, and normative principles were extracted through three sequential istinbāṭ steps: textual identification, linguistic-contextual analysis, and comparative epistemological evaluation against Western theories. Findings reveal three core dimensions: Qur'anic leadership is ontologically anchored in khalifah fil ardh, syura, and amanah; Western leadership theories are epistemologically constrained by secular–anthropocentric assumptions that marginalize spiritual accountability (hisab ukhrawi); and the Prophetic model integrates long-term strategic vision (ru'yah ba'idah) with transformational moral agency (akhlaq tahwiliyyah). The proposed integrative model constitutes a coherent civilizational alternative offering actionable frameworks for Islamic educational institutions navigating contemporary organizational demands while maintaining epistemological fidelity to revealed sources.]]>
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