The From Genetic Theory to Prophetic Leadership: Reconstructing the Paradigm of Islamic Educational Leadership

Abstract

Islamic educational leadership requires an integration of managerial competence, moral integrity, and spiritual responsibility. This study aims to analyze the limitations of genetic theories and the "Great Man" theory, examine the values of prophetic leadership, and formulate a reconstruction model for the paradigm of Islamic educational leadership. The research employed a Systematic Literature Review (SLR) approach, adhering to the PRISMA 2020 guidelines. Relevant literature was analyzed using qualitative content analysis through coding and conceptual synthesis. The findings indicate that genetic theories are limited when innate factors or heredity serve as the primary basis for leadership legitimacy—particularly in explaining capacity development, the influence of organizational context, the process of leadership succession (cadreization), and ethical responsibility. Prophetic leadership offers an alternative paradigm by integrating the characteristics of siddiq (truthfulness), amanah (trustworthiness), tabligh (communicativeness), and fathanah (intelligence), alongside the principles of humanization, liberation, and transcendence. Based on the synthesis of the literature, this study proposes the "Genetic–Prophetic Leadership Reconstruction Model" (MRKGP), which consists of seven stages—ranging from the identification of individual potential to the practice of prophetic leadership. This model positions innate potential as an initial asset, which is then developed through education, succession planning, character building, experience, and performance evaluation. The study shows that this paradigm reconstruction provides a conceptual framework for developing Islamic educational leadership that is competent, principled, participatory, and oriented toward the common good. This model requires further empirical testing across various Islamic educational institutions.