<![CDATA[This study aims to analyze Islamic boarding school development management through the Teacher Assignment Program at Al-Utsmani Islamic Boarding School, Bondowoso, East Java, using the Plan–Do–Check–Act (PDCA) perspective developed by W. Edwards Deming. The study was conducted to examine how the Teacher Assignment Program contributes to institutional development and educational quality improvement in Islamic boarding schools. This research employed a qualitative approach with a descriptive field research design. Data were collected through observation, interviews, and documentation involving program coordinators, administrators, and teacher assignment participants. The data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that the Teacher Assignment Program is implemented through four integrated management stages: planning, implementation, evaluation, and follow-up. The program contributes to strengthening human resource development, expanding educational service networks, improving institutional governance, and enhancing educational quality sustainability. The implementation of the PDCA cycle demonstrates that continuous improvement principles can support effective Islamic boarding school development management. This study contributes to the development of Islamic education management by positioning the Teacher Assignment Program as a strategic model for sustainable institutional development and educational quality improvement in Islamic boarding schools.]]>
