<![CDATA[Integrated Islamic Schools seek to combine educational quality with the systematic institutionalization of Islamic values. However, existing research has largely treated strategic management and value internalization as separate domains, leaving limited understanding of how organizational governance translates Islamic educational purposes into institutional practice. This study examines how strategic management and the institutionalization of Islamic values interact to shape holistic educational quality at an Integrated Islamic Elementary School in Indonesia. Using a qualitative instrumental case study, data were collected through interviews with school leaders, teachers, and parents, observations, and document analysis. They were analyzed using an interactive qualitative model supported by NVivo. Source and method triangulation, along with member checking, enhanced trustworthiness. Findings reveal a multi-level process in which Islamic educational values informed strategic planning, were embedded in school culture through religious routines and habituation, enacted through curricular and pedagogical practices, and reinforced through school-family partnerships. Participants associated these interconnected processes with academic engagement, moral and spiritual development, and institutional trust. Theoretically, the study advances an integrated model of Islamic value-based strategic educational management, conceptualizing strategic management as a value-institutionalizing mechanism that translates Islamic educational philosophy into organizational, cultural, pedagogical, and relational practices shaping holistic educational quality.]]>
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