<![CDATA[The integration of Tahfiz and Technical and Vocational Education and Training (TVET) curricula necessitates dual competencies for teachers, frequently precipitating excessive workloads and professional burnout, and potentially jeopardizing the objectives of the National Tahfiz Education Policy (DPTN) 2.0. This research aims to analyze the leadership strategies at Ma'had Tahfiz Vokasional Aman Bistari (MTVAB), Malaysia, in mitigating these challenges. Utilizing an exploratory single case study design, data were collected through methodological triangulation involving in-depth interviews, participant observation, and document review, and were subsequently analyzed using the Miles, Huberman, and Saldana model. The results reveal the implementation of a "Value-Based Hybrid Leadership" model that synergizes three key strategies: (1) Visionary-Spiritual Leadership by the founder who performs "Meaning Reframing" of workloads as "Educational Jihad"; (2) Structured Instructional Leadership by the Principal who standardizes mentoring methods to reduce teachers' "Extraneous Cognitive Load"; and (3) Strategic Partnerships as resource buffers. This study concludes that the synergy between transcendental motivation and structured operational support successfully transforms the "dual burden" into "dual competence," thereby enriching the Job Demands-Resources (JD-R) model within the Islamic education ecosystem.]]>
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