Educational leadership through islamic psychological lenses : building teacher well-Being and institutional trust
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educational leadership,
teacher well-being
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Abstract
This study examines educational leadership through the lens of Islamic psychology, focusing on the dual objectives of enhancing teacher well-being and fostering institutional trust. By integrating principles derived from Islamic ethical and psychological frameworks, the research explores how leadership practices influence both the emotional resilience of teachers and the confidence of stakeholders in educational institutions. A mixed-methods approach was employed, combining quantitative surveys assessing teacher well-being and trust metrics with qualitative interviews capturing leaders’ and teachers’ experiences. Findings indicate that leadership grounded in Islamic psychological principles—emphasizing empathy, justice, and moral integrity—significantly improves teachers’ sense of professional fulfillment while strengthening institutional trust. The study underscores the relevance of culturally and spiritually informed leadership models in promoting sustainable educational outcomes. Implications for policy and practice include the adoption of values-based leadership development programs that align with Islamic psychological insights to cultivate supportive, trustworthy, and effective educational environments.
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