Understanding quality management in Indonesian Madrasahs from principals' and teachers' perspectives

Purpose This study examines how educational quality is conceptualized, enacted and sustained in Indonesian Islamic schools (madrasahs) through principals' and teachers' lived experiences. Design/methodology/approach A phenomenological case study, informed by total quality management and school effectiveness and improvement theory, was conducted using semi-structured interviews. Findings Educational quality was holistic, integrating academic, moral, spiritual and social development. Quality management emphasized continuous evaluation, mentoring, collaboration and Islamic values. Resource constraints, policy instability, bureaucracy and resistance to change prompted adaptive strategies, including creative pedagogy, peer learning, community engagement and gradual reform. Originality/value The study highlights quality as purpose-driven in faith-based education.