<![CDATA[Organizational behavior is a fundamental factor in determining the effectiveness and quality of management in educational institutions, including Islamic educational institutions. However, studies on organizational behavior have largely been dominated by a positivist paradigm that emphasizes solely empirical and rational aspects, thereby failing to adequately accommodate the dimensions of values, spirituality, and transcendence—which are the defining characteristics of Islamic education. This article aims to critically examine the paradigms and epistemology of organizational behavior within the context of Islamic educational institutions. The study employs a qualitative approach based on library research, analyzing both classical and contemporary literature from the perspectives of modern management and Islamic educational philosophy. The findings indicate that developing organizational behavior within Islamic educational institutions requires an integrative paradigm that combines scientific rationality, empirical experience, and values derived from divine revelation. Islamic epistemology offers a holistic framework that establishes the Qur’an, Hadith, reason, and experience as the primary sources of organizational knowledge. The article recommends a *Tawhid*-based conceptual model of organizational behavior that emphasizes the values of *amanah* (trustworthiness), justice, *musyawarah* (consultation), and Islamic professionalism as the foundation for managing Islamic educational institutions.]]>
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