<![CDATA[The demands for modern educational quality force Islamic educational institutions to adopt Total Quality Management (TQM) to enhance the performance of Islamic Religious Education (IRE) teachers. However, implementing this industrial system risks eroding the spiritual values of educators. Therefore, this study aims to critically evaluate the impact of TQM standardization on the personality competence of IRE teachers and to formulate a quality governance framework aligned with *tarbiyah* (Islamic educational) values. This study employs a library research method with a critical-analytical approach, examining various national academic literatures published over the last decade. The literature analysis reveals a managerial paradox. On the one hand, TQM principles have successfully transformed the conventional management of teachers into a structured, disciplined, and accountable system. On the other hand, a rigid obsession with completing accreditation forms has triggered an excessive clerical burden, leading to mental exhaustion (*burnout*) among educators. Consequently, valuable time for spiritual interaction and moral guidance between teachers and students is lost. In response to this conflict, this study concludes the urgency of implementing a "Humanistic-Religious TQM" concept. This concept calls for bureaucratic simplification, the utilization of digital automation, and a redefinition of the meaning of educational quality. The quality assurance system must be repositioned as an instrument of service that frees up IRE teachers' time, ensuring that the sustainability of their personality competence and dignity as true *murabbi* (educators) is maintained amidst global accountability demands.]]>
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