<![CDATA[The development of religious character in Islamic schools requires more than the provision of religious activities; it demands systematic institutional leadership that integrates religious values into curriculum, culture, and daily practice. This study examines how madrasah principals manage the strengthening of students' religious behaviour in State Madrasah Aliyah schools in Jambi Province, Indonesia. Employing a qualitative descriptive approach, data were collected through observations, in-depth interviews, and documentation at three State Madrasah Aliyah schools (MAN 1 Jambi City, MAN 1 Sungai Penuh, and MAN 1 Tanjung Jabung Barat). The findings reveal that while religious programs such as Qur'an recitation, congregational prayer, and Islamic studies have been implemented, their effectiveness is constrained by four interrelated factors: (1) predominantly formal and administrative planning with limited stakeholder participation; (2) weak integration between religious and general subject teaching; (3) inadequate monitoring and evaluation mechanisms; and (4) insufficient collaboration with parents and the community. Effective principal leadership was found to require not only program design but also continuous engagement, role modelling, and the strategic use of digital media to support religious education. The study contributes to the literature on Islamic school leadership by demonstrating that religious character development depends on the alignment of leadership, curriculum, teacher capacity, family involvement, and sustained evaluation. These findings have implications for principal preparation, professional development, and educational policy in Islamic schools across Indonesia and comparable contexts.]]>
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