<![CDATA[Purpose of the study: This study examined support and practical challenges in implementing congregational Duha prayer by integrating school staff accounts with student assessments. It also explored how favorable perceptions relate to reported implementation constraints without estimating causal effects. Method: An exploratory sequential mixed methods design combined interviews with the principal, Islamic Religious Education teachers, and guidance and counseling teachers, supported by observations and document review. Qualitative findings informed a questionnaire administered to 76 Grade IX students from a population of 94. Twenty-one items were retained after pilot screening. Qualitative data underwent reduction, display, and conclusion drawing, while quantitative responses were summarized using percentage scores. Main findings: Staff identified family involvement, established religious routines, and institutional arrangements as sources of support. Limited prayer space and water availability required two sessions and reportedly delayed some students. Student scores were highest for school policies (88.79%), followed by parental support (88.48%), student motivation (86.60%), teacher involvement (83.45%), environmental and peer influences (82.13%), and facilities and infrastructure (81.44%). All dimensions received favorable classifications, although facility constraints remained evident in staff accounts. These rankings describe perceptions rather than comparative causal influence. Novelty and originality: The study offers an integrated account of how positively assessed support can coexist with practical constraints. It distinguishes perceived support, implementation capacity, and the motivational meaning of participation, avoiding assumptions that regular attendance demonstrates internalized religious commitment. Contributions: The findings inform context-sensitive program evaluation and recommend reviewing prayer-space capacity, ablution arrangements, and student experiences while maintaining coordination among schools, teachers, and families. Evidence from a single school requires cautious interpretation and further comparative and longitudinal investigation. Its contribution lies in interpreting complementary perspectives rather than establishing program effectiveness or changes in character.]]>
