<![CDATA[The quality of national education relies heavily on the professionalism and competence of educators as the frontline of learning. While schools frequently focus on curriculum and infrastructure, the fundamental aspect of institutional internal communication is often neglected. This study aims to analyze the role of internal communication in improving the quality of educators at SMP Islam Terpadu Baiturrahman, Bekasi City, through the theoretical lens of Coordinated Management of Meaning (CMM). A descriptive qualitative case study method was employed. Data were gathered through in-depth interviews, non-participative observations, and documentation, involving the principal, head of human resources, heads of divisions, and teachers as informants. The results indicate that internal communication runs through formal coordination meetings and informal digital platforms like WhatsApp groups. The implementation of five CMM indicators—meaning coordination, contextuality, empathy, transparency, and ethical communication—plays a vital role in minimizing operational misunderstandings, aligning organizational vision, and maintaining teachers' pedagogical motivation. However, challenges persist, particularly the lack of structured documentation for communication outcomes and evaluation. This study concludes that a well-coordinated and supportive internal communication system serves as a strategic instrument for institutional human resource development, fostering continuous and sustainable quality improvement among educators.]]>
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