Islamic educational leadership in the digital era: An integrative review of amanah, teacher performance, and institutional quality

This study aims to develop an integrative framework for Islamic educational leadership in the digital era by linking amanah, teacher performance, and institutional quality. It employed an integrative literature review by synthesizing conceptual, empirical, and review-based studies on Islamic educational leadership, digital leadership, amanah-based accountability, teacher performance, and institutional quality published between 2015 and 2026. Literature was collected from Scopus, Web of Science, ScienceDirect, SpringerLink, Emerald Insight, Google Scholar, DOAJ, Garuda, and Sinta. The selected studies were analyzed using thematic synthesis, supported by PRISMA 2020 as a reporting guide. The findings show that Islamic educational leadership in the digital era requires the integration of value-based leadership, ethical accountability, digital adaptability, teacher development, and quality-oriented governance. Amanah emerges as a core ethical accountability mechanism that includes trustworthiness, responsibility, justice, transparency, accountability, and data ethics. Teacher performance functions as a strategic linking mechanism through which amanah-based leadership supports pedagogical, professional, ethical, social, and digital practices. The proposed AB-IELQ Framework positions the digital era as the contextual driver, Islamic educational leadership as the value-based orientation, amanah-based accountability as the core mechanism, teacher performance as the linking pathway, and institutional quality as the expected outcome. This study contributes to modern education research by offering a value-based, ethically grounded, and digitally responsive leadership framework for Islamic educational institutions.