<![CDATA[This study aims to analyze the role of the principal’s instructional leadership in enhancing teachers’ professional competencies and its impact on improving the quality of graduates at MTS NWDI Karang Bata. This qualitative descriptive research used data from the principal through observation, interviews, and documentation. Data were analyzed using data reduction, data presentation, verification, and conclusion drawing, with triangulation for data validity. The results show that the principal effectively acts as both a role model (demonstrating integrity, honesty, consistency, and credibility) and a trainer (conducting regular in-house training, academic supervision, classroom mentoring, and monitoring of learning processes). These practices have significantly improved teachers’ professional competencies in mastering subject matter, using digital learning media, implementing student-centered learning, and conducting authentic assessments. Consequently, the quality of the learning process improved, which contributed to better academic and non-academic achievements of students. This study highlights the strategic role of instructional leadership in special education contexts (particularly for students with intellectual disabilities) and offers practical implications for principals in Islamic schools. The novelty of this research lies in its in-depth exploration of instructional leadership practices in an inclusive madrasah setting in a rural area and its direct contribution to graduate quality improvement.]]>
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