Developing a Qur'anic-Based Framework for Educational Governance: Leadership and Administrative Principles from the Story of Solomon and the Queen of Sheba

Saif Hossam El-Din Jumaa; Abdul Qadir Abdul Hamid Abdul Latif  Al-Qaisi

doi:10.30762/joiem.v7i2.8789

Authors

Saif Hossam El-Din Jumaa University of Anbar
Abdul Qadir Abdul Hamid Abdul Latif Al-Qaisi University of Anbar

DOI:

https://doi.org/10.30762/joiem.v7i2.8789

Keywords:

Islamic Leadership, Educational Administration, Administrative Consultation (Shura), Oversight and Performance Evaluation, Story of Solomon and Bilqis, Leadership Socialization

Abstract

This study examines how administrative, leadership, and participatory principles can be derived from the Qur'anic narrative of Prophet Solomon and the Queen of Sheba and translated into contemporary educational governance. The study addresses three questions: (1) what administrative values and principles can be derived from the narrative; (2) what leadership and political dimensions are manifested in the interaction between Solomon and the Queen of Sheba; and (3) how these dimensions can be transformed into practical applications for contemporary educational institutions. A qualitative textual research design was employed using thematic Qur'anic interpretation (tafsir mawdu‘i) combined with deductive thematic analysis. The analytical procedure involved delimiting the relevant Qur'anic passages, examining their textual context, comparing major exegetical interpretations, coding recurring administrative concepts, clustering the codes into higher-order dimensions, and translating these dimensions into educational applications. The analysis identified four interconnected dimensions: precise administrative oversight and performance evaluation, professional trustworthiness and integrity, leadership and societal responsibility, and consultation (shura) and participative decision-making. These dimensions were subsequently translated into a four-pillar educational framework comprising family management, school management, student councils, and parent–teacher councils. Contemporary educational literature on teacher voice, organizational silence, stakeholder participation, and school governance was used as external contextual support for the practical plausibility of the proposed framework. Rather than claiming empirical validation, the study proposes a conceptual framework linking Qur'anic leadership principles to modern educational management challenges—specifically accountability, institutional voice, participation, and stakeholder engagement.

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