Imam Sadiq(as) University Quran and Hadith Studies‎ 2008-3211 19 2 2026 03 21 Essential Requirements of Motivational Leadership in the Educational Process from the Perspective of the Qurʾān Essential Requirements of Motivational Leadership in the Educational Process from the Perspective of the Qurʾān 253 284 78162 10.30497/qhs.2026.249593.4301 FA Mona Afzali Qadi PhD in Islamic Studies and Educational Management, Imam Sadiq University, Sisters Campus, Tehran, Iran 0009-0000-6516-3220 Nikoo Dialameh Associate Professor, Department of Islamic Studies and Educational Sciences, Imam Sadiq University, Sisters Campus, Tehran, Iran 0000-0001-7490-297X Akram Goodarzi Assistant Professor, Department of Islamic Studies and Educational Sciences, Imam Sadiq University, Sisters Campus, Tehran, Iran 0009-0000-6516-3220 Zohreh Mousa Zadeh Associate Professor, Department of Islamic Studies and Educational Sciences, Imam Sadiq University, Sisters Campus, Tehran, Iran 0009-0000-6516-3220 Journal Article 2025 12 07 <span>Motivation constitutes the driving force behind human action and represents a fundamental element in the educational process. Accordingly, the Qurʾān accords it a central role in the cultivation and moral development of human beings. The present study aims to identify the essential requirements of motivational leadership as derived from the Qurʾān. Employing a qualitative analytical approach to the Qurʾānic text, the study identifies four principal categories of requirements. The first comprises foundational requirements, including the worthiness of educational objectives and the adoption of appropriate motivational strategies. The second encompasses contextual requirements, such as maintaining balance, adopting a process-oriented approach, optimizing opportunities, tailoring motivational strategies to individual characteristics, recognizing the role of divine lordship in human success, managing unforeseen changes, implementing exceptional measures when required by higher interests, providing wise guidance, observing priorities, presenting exemplary models, preserving the leader's independence, and demonstrating patience and perseverance. The third category concerns learner-oriented requirements, including cultivating constructive emotional relationships with learners, articulating a practical vision, facilitating learners' understanding, and fostering collective motivation. The fourth consists of goal-oriented requirements, namely the cultivation, refinement, and preservation of desirable motivations. The findings indicate that, from the Qurʾānic perspective, successful motivational leadership requires adherence to comprehensive principles governing all aspects of educational practice, particularly those related to the learners' personal and developmental dimensions. Furthermore, motivational efforts lacking worthy objectives and appropriate strategies are devoid of educational value. Finally, the cultivation, refinement, and preservation of motivation constitute not only indispensable prerequisites for the educational process but also its fundamental objectives.</span> <span>Motivation constitutes the driving force behind human action and represents a fundamental element in the educational process. Accordingly, the Qurʾān accords it a central role in the cultivation and moral development of human beings. The present study aims to identify the essential requirements of motivational leadership as derived from the Qurʾān. Employing a qualitative analytical approach to the Qurʾānic text, the study identifies four principal categories of requirements. The first comprises foundational requirements, including the worthiness of educational objectives and the adoption of appropriate motivational strategies. The second encompasses contextual requirements, such as maintaining balance, adopting a process-oriented approach, optimizing opportunities, tailoring motivational strategies to individual characteristics, recognizing the role of divine lordship in human success, managing unforeseen changes, implementing exceptional measures when required by higher interests, providing wise guidance, observing priorities, presenting exemplary models, preserving the leader's independence, and demonstrating patience and perseverance. The third category concerns learner-oriented requirements, including cultivating constructive emotional relationships with learners, articulating a practical vision, facilitating learners' understanding, and fostering collective motivation. The fourth consists of goal-oriented requirements, namely the cultivation, refinement, and preservation of desirable motivations. The findings indicate that, from the Qurʾānic perspective, successful motivational leadership requires adherence to comprehensive principles governing all aspects of educational practice, particularly those related to the learners' personal and developmental dimensions. Furthermore, motivational efforts lacking worthy objectives and appropriate strategies are devoid of educational value. Finally, the cultivation, refinement, and preservation of motivation constitute not only indispensable prerequisites for the educational process but also its fundamental objectives.</span> https://qhs.isu.ac.ir/article_78162_117a52c7863bb5357f2e94545a879131.pdf