<![CDATA[Madrasah principals play a strategic role in improving teacher performance as a key determinant of instructional quality. However, efforts to enhance teacher performance often encounter various challenges at both individual and institutional levels. This study aims to analyze the strategies employed by madrasah principals, their implementation, and the challenges faced in improving teacher performance at Madrasah Ibtidaiyah Negeri (MIN) 1 and MIN 2 in Bantul Regency. This research adopted a qualitative descriptive design with a phenomenological approach. The research subjects included madrasah principals, teachers, administrative staff, students, and parents. Data were collected through in-depth interviews, observations, and documentation studies, with data validity ensured through source and method triangulation. Data analysis was conducted using the interactive model proposed by Miles, Huberman, and Saldana. The findings reveal that the principals of MIN 1 and MIN 2 Bantul implemented various strategies to improve teacher performance, including strengthening teacher professionalism, conducting academic supervision, continuous evaluation, developing teacher learning communities (KKG), personal approaches, role modeling, and fostering communication and motivation. These strategies were implemented through regular coaching, scheduled supervision, pedagogical competence development, and the optimization of a collaborative work culture. The challenges encountered included differences in teacher characteristics and generations, limited digital competence, administrative workload, and time constraints. Nevertheless, the principals were able to address these challenges through a humanistic approach, strengthening professional awareness, and establishing collaboration with external stakeholders.]]>
