<![CDATA[Madrasahs and other resource-constrained Islamic schools often face challenges in sustaining educational quality improvement due to limited infrastructure, institutional support, and resources. However, quality improvement also depends on how school leaders interpret challenges, organize responses, and optimize existing capacities. This study explores how the principal of Madrasah Ibtidaiyah Al-Khairaat in Manado, Indonesia, sustains continuous quality improvement amid resource constraints. Using a qualitative descriptive case-study approach, data were collected through observations, semi-structured interviews with the principal, teachers, and educational staff, as well as document analysis. Data were analysed using the Miles and Huberman framework, with credibility ensured through triangulation. The findings show that the principal integrates leadership and managerial functions through planning, organizing, implementation, supervision, and evaluation of educational programmes. Despite limited resources, improvement efforts were pursued through prioritisation, collaboration, innovation, stakeholder coordination, and strategic resource utilisation. These practices contributed to strengthening teacher professionalism, learning processes, student discipline, achievement, and institutional management, although infrastructure limitations remained. This study highlights the importance of adaptive leadership and contextual resource mobilisation in sustaining quality improvement in resource-constrained Islamic educational settings]]>
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