<![CDATA[Globalization has created challenges for Islamic educational institutions in maintaining their identity while adapting to changing educational demands. In this context, principals play an important role in strengthening teachers’ Islamic character and enhancing school resilience through leadership practices that integrate professional, cultural, and spiritual dimensions. This study aims to examine the principal’s integrative Islamic leadership practices at SD IT Al-Busyro in strengthening teacher character and school resilience. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving the principal, classroom teachers, and Ummi teachers selected through purposive sampling. Data were analyzed through thematic analysis, including data reduction, data display, and conclusion drawing, with credibility ensured through triangulation. The findings reveal that the principal’s leadership is implemented through five interconnected practices: systematic teacher professional development, integration of academic and spiritual roles through collaboration between classroom and Ummi teachers, cultivation of a religious school culture, strengthening teachers’ spiritual growth, and developing participatory communication. These practices demonstrate that teacher character and school resilience are not achieved through administrative management alone but through an integrative leadership approach that combines professional competence, Islamic values, and collective responsibility. This study contributes to Islamic educational leadership studies by highlighting how institutional resilience can be developed through the synergy between organizational support and internalized religious values while maintaining Islamic identity amid globalization.]]>
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