<![CDATA[This study aims to examine school leadership in maintaining the sustainability of educational quality in schools with limited resources and low carrying capacity. Sustainable educational quality is a significant challenge for schools facing limited resources, both in terms of funding, student numbers, and work environment conditions. In this context, the principal's leadership plays a strategic role in directing school management, building a work culture, and ensuring the sustainability of educational quality improvement programs. This study used a qualitative approach with a case study design. Data were collected through in-depth interviews with the principal, senior teachers, and junior teachers, as well as group discussions with the PCM Elementary and Secondary Education Council (Majelis Dikdasmen PCM) to explore the dynamics of the work environment and perceptions of school leadership practices. Data analysis was conducted using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and continuous drawing and verification of conclusions to obtain valid and credible findings. The results indicate that the principal's leadership does not fully reflect the characteristics of transformational leadership. The principal still focuses more on administrative and operational tasks, while the visionary, inspirational, and empowering roles of teachers have not been optimally implemented. This situation has resulted in the failure to create a positive and collaborative work environment and hinders the sustainability of educational quality amidst limited resources. This study confirms that strengthening the transformational leadership of principals is a key factor in maintaining the sustainability of educational quality in schools with limited resources and low support capacity. It can also serve as a basis for formulating more adaptive and sustainable principal development policies and school management strategies.]]>
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