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School Principals' and Teachers' Perspectives on School Quality Management in Islamic Schools: Insights from Indonesia

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Title: School Principals' and Teachers' Perspectives on School Quality Management in Islamic Schools: Insights from Indonesia
Language: English
Authors: Mu’alimin Mu’alimin (ORCID 0000-0002-1809-3335), Abd. Muhith Muhith (ORCID 0009-0009-2104-3724), Hepni Hepni
Source: International Journal of Educational Management. 2026 40(4):727-741.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Foreign Countries, Religious Schools, Islam, Principals, Educational Quality, Experienced Teachers, Administrator Attitudes, Teacher Attitudes, Religious Factors, Student Development, Personality, Environmental Influences, Rural Schools, Urban Schools
Geographic Terms: Indonesia
DOI: 10.1108/IJEM-05-2025-0387
ISSN: 0951-354X
1758-6518
Abstract: Purpose: This study investigates how teachers and principals in Indonesian madrasahs interpret and enact quality management within faith-based schooling environments. It examines their lived experiences, perceived challenges, and culturally grounded strategies for sustaining educational quality, while situating these practices within broader quality management and Islamic educational frameworks. Design/methodology/approach: Guided by Interpretative Phenomenological Analysis, the study involved 40 participants from rural, semi-urban and urban madrasahs. Data were collected through semi-structured interviews and document analysis, followed by iterative coding, theme clustering, cross-case interpretation and reflexive verification. Findings: Quality management is understood holistically, integrating character formation, tauhid-based curriculum practices, academic supervision, pedagogical innovation and transformational leadership. Significant challenges include technological limitations, curriculum instability, low parental engagement, uneven teacher competencies and resistance to digitalization. In response, madrasahs adopt adaptive approaches such as peer mentoring, pesantren-inspired collaborative learning, informal professional learning communities, alumni network mobilization, curriculum contextualization and internal teacher-exchange systems. These practices demonstrate how global quality frameworks (TQM/EFQM) are localized through Islamic values. Practical implications: The findings highlight the need for context-responsive quality management models, targeted digital infrastructure support, differentiated professional development and stronger community partnerships. Originality/value: The study offers empirically grounded insights into a culturally embedded approach to quality management, illustrating how TQM principles are primarily articulated through tauhid-oriented practices, while tarbiyah and ummah function as broader ethical and communal orientations, thereby contributing a nuanced understanding to faith-based and resource-constrained educational contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506224
Database: ERIC
FullText Text:
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  Data: School Principals' and Teachers' Perspectives on School Quality Management in Islamic Schools: Insights from Indonesia
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mu%27alimin+Mu%27alimin%22">Mu’alimin Mu’alimin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1809-3335">0000-0002-1809-3335</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abd%2E+Muhith+Muhith%22">Abd. Muhith Muhith</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-2104-3724">0009-0009-2104-3724</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hepni+Hepni%22">Hepni Hepni</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Management%22"><i>International Journal of Educational Management</i></searchLink>. 2026 40(4):727-741.
– Name: Avail
  Label: Availability
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
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  Group: Src
  Data: 15
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  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Schools%22">Religious Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Islam%22">Islam</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Factors%22">Religious Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Personality%22">Personality</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJEM-05-2025-0387
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0951-354X<br />1758-6518
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study investigates how teachers and principals in Indonesian madrasahs interpret and enact quality management within faith-based schooling environments. It examines their lived experiences, perceived challenges, and culturally grounded strategies for sustaining educational quality, while situating these practices within broader quality management and Islamic educational frameworks. Design/methodology/approach: Guided by Interpretative Phenomenological Analysis, the study involved 40 participants from rural, semi-urban and urban madrasahs. Data were collected through semi-structured interviews and document analysis, followed by iterative coding, theme clustering, cross-case interpretation and reflexive verification. Findings: Quality management is understood holistically, integrating character formation, tauhid-based curriculum practices, academic supervision, pedagogical innovation and transformational leadership. Significant challenges include technological limitations, curriculum instability, low parental engagement, uneven teacher competencies and resistance to digitalization. In response, madrasahs adopt adaptive approaches such as peer mentoring, pesantren-inspired collaborative learning, informal professional learning communities, alumni network mobilization, curriculum contextualization and internal teacher-exchange systems. These practices demonstrate how global quality frameworks (TQM/EFQM) are localized through Islamic values. Practical implications: The findings highlight the need for context-responsive quality management models, targeted digital infrastructure support, differentiated professional development and stronger community partnerships. Originality/value: The study offers empirically grounded insights into a culturally embedded approach to quality management, illustrating how TQM principles are primarily articulated through tauhid-oriented practices, while tarbiyah and ummah function as broader ethical and communal orientations, thereby contributing a nuanced understanding to faith-based and resource-constrained educational contexts.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1506224
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506224
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      – Type: doi
        Value: 10.1108/IJEM-05-2025-0387
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 727
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Religious Schools
        Type: general
      – SubjectFull: Islam
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      – SubjectFull: Principals
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      – SubjectFull: Educational Quality
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      – SubjectFull: Experienced Teachers
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Religious Factors
        Type: general
      – SubjectFull: Student Development
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      – SubjectFull: Personality
        Type: general
      – SubjectFull: Environmental Influences
        Type: general
      – SubjectFull: Rural Schools
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      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: School Principals' and Teachers' Perspectives on School Quality Management in Islamic Schools: Insights from Indonesia
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            NameFull: Mu’alimin Mu’alimin
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            NameFull: Abd. Muhith Muhith
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            NameFull: Hepni Hepni
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            – TitleFull: International Journal of Educational Management
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