Purpose: Considering the importance of self-leadership in 
educational systems, especially in the higher education system, the 
present research was conducted with the aim of providing a selfleadership suitable model of the faculty members with an Islamic 
approach.
Materials and Methods: This study was a descriptive from type of 
correlation. The research population was faculty members of the 
Governmental, Azad Islamic and Payame Noor Universities of 
Karaj city in the academic years 2021-22 with number of 1120 
people, which 300 people were selected as a sample by stratified 
random sampling method. The research tools were included a 
demographic information form and researcher-made questionnaire 
of self-leadership of faculty members with an Islamic approach (31 
items), which its validity was confirmed by the opinion of experts 
and its reliability was evaluated as suitable. The data of the present 
research were analyzed with the methods of exploratory factor 
analysis and structural equation modeling in SPSS-26 and Smart 
PLS-3 software.
Findings: The findings showed that the self-leadership model of the 
faculty members with an Islamic approach had 8 factors of selfknowledge, self-motivation, self-control, effectiveness, goalsetting, reform and transformation, ethical orientation and selfactualization, which the factor load and average variance extracted 
of all was higher than 0.60 and the reliability of all of them with 
combined and Cronbach's alpha methods was higher than 0.70. 
Other findings showed that the self-leadership model of the faculty 
members with an Islamic approach had a good fit and the effect of 
the self-leadership of the faculty members on all 8 factors including 
self-knowledge, self-motivation, self-control, effectiveness, goalsetting, reform and transformation, ethical orientation and selfactualization was positive and meaningful (P<0.001).
Conclusion: The findings of this study indicated the existence of 
eight effective factors (self-knowledge, self-motivation, selfcontrol, effectiveness, goal-setting, reform and transformation, 
ethical orientation and self-actualization) for the self-leadership of 
the faculty members. Therefore, to promote the self-leadership in 
them, it is possible to provide the basis for improving the identified 
effective factors