<![CDATA[slamic schools require quality assurance that connects their educational mission with accountable institutional practice. Existing discussions establish the significance of Islamic values, but the translation of these values into management decisions and reviewable evidence needs further specification. This conceptual study develops a Quran-based framework integrating planning, organizing, actuating and controlling (POAC) for schools and madrasahs. A purposive synthesis brings together eight Quranic passages, their interpretation in the abridged Tafsir Ibn Kathir, and selected scholarship on Islamic education, school leadership and quality assurance. The analysis distinguishes scriptural principles from proposed educational applications and examines tensions between accountability, participation and privacy. The resulting framework links educational purposes, four management functions and evidence-informed improvement. Trustworthiness, justice, consultation, excellence and reflective accountability operate across all four functions rather than as exclusive pairings. Two analytical matrices specify interpretive boundaries, institutional practices and possible evidence, while four propositions identify relationships for future investigation. Holistic quality encompasses learning, equitable participation, care and institutional integrity; it does not entail scoring personal faith. The framework offers a transparent basis for contextual adaptation and school-level piloting. Its feasibility and effects remain untested, and subsequent research should examine implementation, stakeholder experience and unintended consequences before making effectiveness claims.]]>
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