Islamic Leadership in Gambian Madrasahs: Faith, Governance, and the Politics of Educational Reform

Abstract

This study examines Islamic leadership in Gambian madrasahs, situating local practices within broader debates on educational governance and reform. Drawing on a qualitative systematic review supported by interviews with madrasah leaders and ustasses, it analyzes how Qur'anic principles of justice (al-ʿadl), consultation (shūrā), humility, and communal responsibility shape institutional leadership. Findings reveal that madrasahs confront persistent financial constraints, slow integration into the national education system, limited career pathways for graduates, and dependence on informal leadership structures rooted in religious legitimacy. These conditions generate tension between spiritual authority and administrative accountability. The study argues that Gambian madrasahs articulate a distinct African Muslim perspective that remains underrepresented in Islamic educational leadership scholarship. It contends that sustainable leadership depends on structural integration, equitable resource allocation, teacher support, and policy recognition, enabling madrasahs to prepare students for both religious devotion and wider societal participation.