CHP2 Educational Leadership Roles in Islam.pptx

Educational Leadership Roles in Islam
In Islam, educational leadership is rooted in knowledge, guidance, and moral responsibility. Leaders such as teachers, scholars (ulama), and community elders are entrusted with nurturing faith, spreading knowledge, and guiding society according to the Qur’an and Sunnah. Their role goes beyond instruction — it emphasizes mentorship, character building, justice, and service to the community.

1. The Islamic Perspectives of Educational leadership SOMALI NATIONAL UNIVERSITY DR MOHAMED ABDULLAHI GURE

2. Educational Leadership Roles in Islam

3. CONTENTS The Visionary Educational Leader The Servant Educational Leader The Educational Leader as a Guide The Influential Educational Leader The Educative Leader

4. INTRODUCTION Educational leadership in Islam has some unique roles as it is concerned with worldly matters as well as spiritual ones . A Muslim leader in any organization has all of these interests . As he strives for the success of the organization, he takes care regarding the satisfaction of Allah (s.w.t.). Additionally, he or she has the responsibility of guiding people to the good for this life and for the Hereafter .

5. A. The Visionary Educational Leader

6. A. The Visionary Educational Leader A Muslim leader is a forward-looking person whose main concern is to achieve the vision of the planned future rather than just the daily objectives of the organization. He or she has a clear vision that guides him or her towards the achievement of the objectives by following the right way and method. The leader’s vision will clarify why one is here, how and what one is doing and what one will be doing in the future . Leaders have to transform this clear vision to the members of the organization.

7. Leadership is the ability to see beyond assumed boundaries to come up with solutions or paths that few can. The leader must then be visionary leader to lead an organization into success . This was exemplified by the Prophet (SAW) during one of the darkest times faced by Muslims at the time of preparing for the Battle of the Trench.

8. Allah ( s.w.t ) asked the Prophet ( p.b.u.h. ) and his companions to be patient and not to clash with their oppressors because the final vision had yet to be reached. Allah ( s.w.t ) said in the Qur‟an : “ Hast thou not turned thy thought to those who were told to hold back their hands (from fight) but establish regular prayers and spend in regular Zakah … “ ( Qur‟an 4: 77). Prophet Muhammad ( p.b.u.h. ) therefore, kept planning for this final vision until it was achieved when the first Islamic state was established in Medina .

9. In the context of Somalia, where educational challenges are vast, how can a visionary educational leader draw inspiration from Islamic leadership principles, such as the example of Prophet Muhammad (PBUH) during the Battle of the Trench, to create a long-term vision for improving access to quality education, despite the daily obstacles?

10. The Servant Educational Leader

11. B. The Servant Educational Leader Serving people is one of the main roles of a Muslim leader. Educational leadership in this context, is not a matter of privilege or position. It is rather a huge responsibility . Educational leaders need therefore to feel that they are the servants of their followers in order to be able to fulfill their duties in the best possible way

12. This feeling will help leaders to make great efforts towards protecting the members of the organization and do whatever necessary to achieve its objectives. The Prophet ( p.b.u.h. ) said: “A ruler who has been entrusted with the affairs of the Muslims but makes no endeavor (for the material and moral upliftment) and is not sincerely concerned (for their welfare) will not enter Paradise along with them.” (Muslim, n.d. Vol. 1, ch. 44, hadith No. 264, p. 82). قال رسول الله صلى الله عليه وسلم: "ما من عبد يسترعيه الله رعية من المسلمين فيموت وهو غاش لرعيته إلا حرم الله عليه الجنة."

13. The second caliph Umar Ibn al-Khattab ( r.a. ) was quoted as telling his people: “I have appointed over you governors and agents not to beat your bodies or take your money, but rather to teach you and serve you.” (Abdul-Hadi 1970: 73 and al- Buraey 1985: 248). It is clear therefore that a Muslim leader should realize that he or she is obliged to serve the members of the organization as part of serving the Muslim Ummah .

14. The greed of power, status or wealth cannot demotivate a servant leader . He wishes to do what is morally right and refrain from doing things that are not right . This is based on the basic teaching of Prophet Muhammad (peace be upon him) who did not bring any change to his life due to the change of social status from a trader in Makkah to head of the state in Medina Anas also reported the Prophet (peace be upon him) saying: “I am God’s servant; I eat like a servant and sit like a servant.”

15. It has been narrated on the authority of Ibn 'Umar that the Holy Prophet (peace be upon him) said: “Beware. Every one of you is a shepherd and everyone is answerable with regard to his flock. The Caliph is a shepherd over the people and shall be questioned about his subjects. A man is a guardian over the members of his family and shall be questioned about them. A woman is a guardian over the household of her husband and his children and shall be questioned about them. A slave is a guardian over the property of his master and shall be questioned about it. Beware; every one of you is a guardian and every one of you shall be questioned with regard to his trust” (Sahih Muslim, 20: 4496).

16. In the context of Somalia's educational challenges, how can an educational leader embody the principles of servant leadership, as demonstrated by Prophet Muhammad (PBUH) and Umar Ibn al-Khattab (RA), to address both the material and moral needs of teachers and students in under-resourced schools while ensuring accountability for their "flock" as mentioned in the hadith?

17. C. The Educational Leader as a Guide

18. C. The Educational Leader as a Guide A Muslim educational leader is a guide who is concerned about his followers‟ well being . His main concern is guiding them to what is good in the organization in life in general and in the Hereafter. He has to direct the followers towards understanding the vision of the organization and how they are going to achieve success in their duties in the best manner.

19. About several of His prophets, Allah ( s.w.t ) said in the Qur‟an : “And We made them leaders, guiding (men) by Our command, and We inspired them to do good deeds, to establish regular prayers and to give Zakah and they constantly served Us (and Us only).” ( Qur‟an 21: 73).

20. In the context of Somalia, where educational resources and support are limited, how can an educational leader effectively act as a guide by helping teachers and staff align with the organization’s vision and motivating them to achieve both personal and institutional success, while also balancing their worldly responsibilities with their duties for the Hereafter, as highlighted in the Qur'anic verse?

21. The Influential Educational Leader

22. D. The Influential Educational Leader A Muslim leader’s job is not only to serve and guide people but to bring about some changes for the betterment of their lives. Educational leadership in this context is connected with change from the wrong to the right. By influencing people, leaders will be able to transform their spirit, knowledge and experience to everybody in the organization.

23. However, this will not be achieved unless leaders are good models and examples for their followers. The Prophet ( p.b.u.h. ) was very successful in influencing people and guiding them to the new religion - beginning with his wife Khadija ( r.a ), his close companion Abu Bakr al-Siddiq ( r.a ) and all other companions (Abdul- Wahhab 1997: 97).

24. The caliph Abu Bakr ( r.a ) was then very influential in persuading Umar Bin al-Khattab and other people regarding the importance of fighting those who refused to pay the Zakah in order not to differentiate between all pillars of Islam (al- Sayouti 1994: 87). This resulted in keeping the religion as pure as Prophet Muhammad ( p.b.u.h. ) preached it to his people.

25. To every Muslim on this planet, irrespective of cultural, geographical and political differences, Muhammad (PBUH) is Allah’s greatest creation and was sent as a mercy for all mankind . A thousand million Muslims however, do not require any surveys, lists or research to arrive at this conclusion. It is a non-negotiable article of faith that Muhammad (PBUH) is the greatest.

26. BUT WHAT OF THE NON-MUSLIMS? Surprisingly, over the centuries many an eminent non-Muslim has rated Muhammad (PBUH) most highly and given due recognition to his greatness . Michael H. Hart, a Christian American , astronomer, mathematician, lawyer, chessmaster and scientist, after extensive research , published a biography of the 100 most influential people of all time .

27. From this research, which included illustrious personalities such as Jesus Christ, Moses, Caesar, the Wright brothers, Napoleon, Shakespeare, Columbus and Michaelangelo ; Michael Hart rated Muhammad (PBUH) as number one . ‘’My choice of Muhammad to lead the list of the world’s most influential persons may surprise some readers and may be questioned by others, but he was the only man in history who was supremely successful on both the religious and secular levels’’.

28. In the context of Somalia's current educational challenges, how can an educational leader, drawing inspiration from influential LEADERS like Prophet Muhammad (PBUH) and Caliph Abu Bakr (RA), effectively influence teachers, students, and the broader community to adopt changes that improve the quality of education while maintaining Islamic values and principles?

29. The Educative Leader

30. E. The Educative Leader A Muslim educational leader is concerned about the enhancement of the potentials and capabilities of all members. Thus, educational leadership is concerned with the advancement of the members of the organization in a number of ways, especially: spiritually, mentally, intellectually, psychologically, socially and professionally.

31. A leader ’ s main mission is not only to ensure the job is done but also to develop and train people in order to be competent, efficient and independent. Educational leadership in Islam in this context will allow leaders to transfer their experiences to the members. As a result, the capable people will be trained in one way or another to be the leaders of the future and the cycle will continue.

32. The Prophet ( p.b.u.h. ) used to teach his companions in different ways , especially when somebody was given a position involving leadership. It has been reported that when Prophet Muhammad ( p.b.u.h. ) appointed Ali Ibn Abi Talib ( r.a. ) as a judge in Yemen, he was concerned that he had no experience in the field .

33. Regarding this incident, Ali ( r.a. ) said: “the Prophet ( p.b.u.h. ) sent me to Yemen as a judge. I said: Oh! Messenger of Allah ! I am a youth, how could you send me to a people who are far advanced in years than me. The Prophet prayed for me, and said: ‟If two adversaries approach you; (for fair judgement) and you hear the claim of one, do not judge until you have heard from the other, for this is to decide the case„”(al- Baihaqi n.d., Vol.10, Kitab A’dab al - Qadi, p. 86).

34. It is clear here that Prophet Muhammad ( p.b.u.h. ) had taught Ali ( r.a. ) the main and most general rule to be practiced by a judge. Muslim leaders therefore, should follow such examples and train their followers how to do the assigned jobs. By doing this, members will be more confident in tackling their duties and as a result, they will be more professional in their concerned fields.

35. In the context of Somalia, where professional development for teachers and staff is crucial, how can an educational leader ensure that they are not only assigning tasks but also actively training and mentoring staff to enhance their spiritual, intellectual, and professional capacities, thereby preparing them to become future leaders in their own right?