Total Quality Management (TQM) in Islamic Boarding Schools: Teacher and Principal Perspectives

Background/purpose. Ensuring high-quality education in Islamic boarding schools (pesantren) requires an effective management approach. Total Quality Management (TQM) has been widely recognized as a strategy to enhance educational effectiveness, yet its implementation in pesantren remains underexplored. This study examines teachers' and school principals' perspectives on applying TQM in Islamic boarding schools, focusing on its impact on improving teaching quality and identifying areas for further enhancement.

Materials/methods. This study employed a descriptive quantitative approach using a structured questionnaire as the primary data collection instrument. The sample consisted of 134 participants, including teachers, school principals, educational staff, foundation managers, and students from several Islamic boarding schools in Indonesia. Data were analyzed using descriptive statistics, particularly percentage analysis, to interpret participants’ perceptions of TQM implementation across various roles in the educational environment.

Results. The findings indicate that teachers and school principals generally hold positive views regarding the application of the TQM-based management model in improving teaching quality. However, several challenges remain, particularly in learning methodologies, teaching resources, and curriculum development. Despite these limitations, the overall teaching quality is perceived as satisfactory, highlighting the effectiveness of TQM principles in school management.

Conclusion. This study contributes to the discourse on quality assurance in Islamic education by emphasizing the importance of continuous improvement in pedagogy and resource utilization.

Keywords: Teacher, implementation, school principal, Islamic boarding school, Total Quality Management (TQM)

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