<![CDATA[ This study explores English as a Foreign Language (EFL) classroom management in Islamic secondary schools (madrasah) in Bangka Belitung, Indonesia, focusing on teachers’ perceptions, strategies, and challenges. Employing a qualitative design, the study involved eight English teachers from public and private madrasah at the junior and senior secondary levels. Data were collected through semi-structured interviews and analyzed thematically. The findings revealed three major themes. First, teachers perceived classroom management as a fundamental component of effective teaching and learning, encompassing not only behavioral control but also the organization of learning activities, the promotion of student motivation, and the development of positive teacher–student relationships. Second, teachers employed various classroom management strategies, including lesson preparation, classroom organization, interactive learning activities, positive reinforcement, and the integration of religious practices into classroom routines to enhance student engagement and learning effectiveness. Third, teachers encountered several challenges, particularly large class sizes, diverse student characteristics, varying levels of student motivation, and limited instructional facilities and learning resources. The study concludes that effective EFL classroom management in madrasah requires the integration of pedagogical competence, proactive classroom management practices, and supportive institutional conditions. The findings contribute to the growing literature on EFL classroom management in Islamic school contexts and highlight the need for continuous professional development and improved educational resources to support teachers in managing diverse classrooms effectively.]]>
