<![CDATA[This study examines the leadership strategy of the madrasah principal in developing teacher quality at Madrasah Diniyah An-Nur Bawean, Gresik, within a non-formal and island-based Islamic educational context. Using a descriptive qualitative approach, the study involved three informants consisting of one madrasah principal and two teachers. Data were collected through observation, unstructured interviews, and documentation, while source triangulation was employed to strengthen the credibility of the findings. The results show that teacher quality development is organized through three core programs: Qur’anic reading development, the sub-district-level Mu’allimil Qur’an program, and methodological refresher activities. These programs are implemented through regular teacher meetings, collaborative learning, small-group practice, direct guidance, supervision, and continuous evaluation. The findings also indicate that teamwork and institutional support function as important enabling conditions, while uneven teacher responsibility remains a major implementation challenge. Based on these findings, the study proposes a context-responsive teacher quality development model, in which the principal identifies local needs, designs context-specific development programs, facilitates collaborative professional learning, and sustains improvement through supervision and evaluation. The study contributes to Islamic educational leadership literature by showing that teacher development in a non-formal madrasah can be strengthened through locally grounded professional learning that aligns Qur’anic competence, pedagogical improvement, institutional identity, and available resources.]]>
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