<![CDATA[Conflict is part of the organizational reality of schools and madrasahs, yet it does not always lead to institutional decline. When managed carefully, conflict can become a source of evaluation, learning, and organizational improvement. This article examines the sources of conflict, the strategies used to address it, and its implications for the quality of Islamic educational institutions through a qualitative library research design. Data were gathered from books, journal articles, and prior studies relevant to conflict management and Islamic education, then interpreted using content analysis. The review indicates that conflict commonly emerges from differences in perception, weak communication, limited resources, role ambiguity, and diverse interpretations of organizational and religious values. The findings also show that effective management requires more than administrative control; it depends on dialogic communication, deliberation, mediation, collaboration, and spiritual reinforcement rooted in Islamic ethics. The synthesis suggests that conflict management becomes more productive when managerial procedures are integrated with justice, tabayyun, tolerance, and ukhuwah. Such integration contributes to a healthier organizational climate, stronger leadership legitimacy, and better educational quality. Therefore, conflict management should be positioned as a strategic competency in the governance of Islamic educational institutions.]]>
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