<![CDATA[School and madrasah principals are responsible not only for administrative performance but also for instructional quality and the ethical exercise of authority. This article develops a conceptual framework for Qur’an-based educational leadership by connecting trustworthiness, justice, consultation, exemplary conduct, and self-evaluation with contemporary educational leadership theories. An integrative library study was conducted using selected books, journal articles, and government documents published from 2016 to 2026. Qur’anic passages were examined through the Indonesian Ministry of Religious Affairs’ concise commentary, while educational literature and regulations were used to formulate managerial implications. The analysis distinguishes textual meaning, normative interpretation, and proposed institutional practices. The resulting framework positions trustworthiness as accountable resource management, justice as fair procedures and needs-sensitive support, consultation as meaningful participation, exemplary conduct as consistency between standards and behaviour, and self-evaluation as evidence-informed improvement. These dimensions complement transformational and instructional leadership through ethical safeguards, professional development, and a sustained focus on learning. The article proposes observable indicators and a planning, implementation, and review cycle for schools and madrasahs. Since the framework is conceptual, its effectiveness has not been empirically established. Further research should validate the indicators and examine their implementation across different institutional settings]]>
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