<![CDATA[This study aims to explore and analyze the implementation of Akhlak Karimah-based educational leadership in shaping the professional character of teachers. Amidst the challenges of modern education, a leadership model that integrates technical competence with moral integrity is essential. This research employs a qualitative approach with a library research design, where data were obtained from relevant academic sources, including books, journals, and official policies. The findings indicate that leadership based on Akhlak Karimah—grounded in the principles of Siddiq, Amanah, Fathanah, and Tabligh—serves as a primary mechanism for internalizing teacher character. This model is operationalized through four strategic pillars: (1) moral role modeling (uswah hasanah), (2) routine spiritual mentoring, (3) an Islamic value-based work culture, and (4) an ethics-based evaluation system. The synergy of these pillars fosters increased teacher discipline, harmonious interpersonal relationships, and a religious school culture that balances technical professionalism with spiritual awareness. This study concludes that Akhlak Karimah-based leadership is a holistic and relevant model for Islamic educational institutions in producing educators who are not only professionally competent but also morally exemplary.]]>
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