<![CDATA[The transformation of Islamic educational supervision is necessary when supervision is no longer understood merely as administrative inspection but as a professional development process that helps teachers continuously improve instructional quality. This conceptual article examines amanah as an ethical foundation for transforming Islamic educational supervision and strengthening teacher professionalism. The study employs a literature review of books and scholarly articles published between 2021 and 2026 concerning educational supervision, Islamic educational management, educational leadership, teacher professional development, and Islamic ethical values. The findings indicate that amanah can be operationalized through supervisor integrity, professional responsibility, fairness in assessment, transparent communication, protection of teacher dignity, and consistent follow-up. These principles shift supervision from inspection toward dialogic, collaborative, reflective, and continuous professional learning. Teachers are positioned as active subjects of development, while supervisors and school leaders act as facilitators of professional learning. The proposed cycle consists of needs assessment, transparent planning, observation, reflective dialogue, feedback, coaching, evaluation, and follow-up. The model strengthens the relationship among teacher professionalism, Islamic work ethics, organizational culture, and instructional quality.]]>
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