<![CDATA[Improving teacher quality is a crucial factor in determining the quality of the learning process and educational outcomes in Islamic schools. This study seeks to examine the instructional leadership strategies employed by madrasah principals to enhance teacher quality at MI Dalwa Pasuruan, while also identifying the factors that facilitate or hinder their implementation. This research employed a qualitative approach with a case study design. The data collection methods used were observation, in-depth interview, and documentation with the madrasah principal and teachers as the respondents. Data analysis was conducted interactively through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that teacher quality improvement is implemented through a learning management cycle that includes participatory quality improvement program planning, implementation of ongoing teacher training and coaching, supervision of learning by the madrasah principal, and reflective program evaluation conducted with the teachers' council. The program contributed to improving pedagogical competence and professional awareness among some teachers in developing learning practices. However, the program's effectiveness is still affected by several inhibiting factors, such as low motivation among some teachers to innovate in learning, limited information technology facilities, and discipline in participating in professional development activities. On the other hand, the supportive leadership style of madrasah principals and a collaborative culture among teachers are important supporting factors in maintaining sustainable improvements in educational quality. This research confirms that instructional leadership and the strength of school social capital play a strategic role in enhancing teacher professionalism in madrasahs with limited resources.]]>
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