<![CDATA[Psychological safety enables organizational members to take interpersonal risks, express new ideas, and contribute without fear of negative consequences, yet how this construct relates to teachers' courage to innovate remains poorly understood in Islamic educational settings, where organizational values and leadership norms are shaped by religious teaching. This study examines how psychological safety relates to teachers' innovation courage within the educational organization of MTsS Mohammad Hekal. The research employs a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation study involving 12 informants consisting of the principal, vice-principals, and teachers, and were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014). The results reveal that: (1) psychological safety at MTsS Mohammad Hekal is well established, characterized by relatively strong team trust, an emerging but unevenly distributed learning climate, and inclusive leadership practices; (2) teachers' innovation courage is reflected in efforts to search for and explore new ideas, advocate for them, and implement innovative programs such as active learning methods, digital technology use, and cross-subject collaboration; (3) psychological safety plays a substantial role in shaping teachers' innovation courage through three interrelated mechanisms the reduction of evaluative anxiety, the facilitation of knowledge sharing, and the strengthening of intrinsic motivation processes that are further reinforced by Islamic values such as syura, ukhuwwah, and tawadu'. These findings affirm that school principals who combine transformational and supportive leadership with these Islamic organizational values can create psychologically safe environments that encourage teachers to innovate more boldly. Practical implications suggest the need for psychological safety-based leadership development programs in Islamic educational institutions. ]]>
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