ISLAMIC VALUES–BASED EDUCATIONAL LEADERSHIP AS A FRAMEWORK FOR ADDRESSING TEACHER BURNOUT
DOI:
https://doi.org/10.35631/IJEPC.1162056Keywords:
Educational Leadership, Islamic Leadership, Organisational Conditions, Teacher Burnout, Teacher Well-BeingAbstract
Teacher burnout has escalated globally and is increasingly recognised as a problem shaped primarily by organisational conditions rather than individual coping capacities. Leadership, therefore, occupies a central position in creating the working environments in which burnout either intensifies or is mitigated. This paper develops an organizationally grounded framework that explains how education leadership informed by both contemporary leadership scholarship and Islamic value-based principles can mitigate teacher burnout by addressing its structural and ethical causes. A narrative review was conducted on empirical and conceptual studies published between 2015 and 2025 using Scopus and Google Scholar. The selected studies were analysed thematically to identify leadership strategies consistently associated with improvements in teacher well-being. Four organisational practices emerged across the literature (1) the reduction of administrative workload, (2) the strengthening of professional autonomy, (3) the use of shared decision-making structures that support psychologically safe school climates, and (4) the equitable distribution of resources, professional development opportunities, and institutional support. These practices align closely with established Islamic leadership principles, particularly justice, trust, responsibility, compassion, and consultation. The framework demonstrates how ethical leadership values translate into concrete organisational conditions that directly intervene in established burnout mechanisms, including emotional exhaustion, depersonalization, and diminished professional efficacy. The framework indicates that leadership approaches centred on structural and organisational reform have the most sustained impact on reducing burnout. By integrating insights from secular leadership scholarship and Islamic value-based leadership models, this paper proposes a theoretically coherent framework for creating more humane, supportive, and professionally sustainable educational environments, providing a foundation for future empirical investigation.
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