<![CDATA[School quality improvement is often constrained not by the absence of formal quality assurance instruments, but by a gap between institutional quality standards and how those standards are understood and enacted by teachers. This study examines how educational quality values are internalized through School Self-Evaluation (Evaluasi Diri Sekolah/EDS) and the principal’s managerial strategies at SMA Darussalam Medan. Using qualitative field research with a single-site case orientation, data were derived from in-depth interviews with the principal, teachers, and school committee representatives, limited participatory observation of teaching and supervision, and institutional documents, including the School Development Plan (RPS), EDS reports, and teacher qualification records. The data were triangulated across sources and techniques and analyzed through iterative condensation, EDS-informed categorization, thematic comparison, and interpretive synthesis. The findings identify a connected mechanism rather than a single managerial intervention. Participatory planning creates shared ownership of quality goals; EDS functions as an evidence informed diagnostic mechanism that identifies teacher-development and staffing needs; and the principal translates these needs into professional development, staffing responses, external advocacy, and the internalization of itqān as an Islamic ethic of professional thoroughness and responsibility. The case also reveals tensions: differences in quality awareness, continued reliance on teacher-centered instruction among some teachers, and shortages of permanent teachers. Recruiting honorary teachers helps maintain instructional continuity but introduces sustainability, financing, employment-status, and professional-quality trade-offs. The study contributes a context-sensitive explanation of how technical quality-assurance routines and value-based professional ethics can interact in a resource-constrained Islamic school.]]>
Copyrights © 2026
