The Impact Of Quality Assurance Planning And Evaluation Strategies On Teacher Performance In Islamic Elementary Schools: Evidence From An Indonesian Case
DOI:
https://doi.org/10.37812/fikroh.v19i1.2283Keywords:
Quality Evaluation, Teacher Performance, Quality Assurance, Quality Planning,Abstract
Quality assurance in Islamic Religious Education (IRE) serves as a strategic mechanism for fostering sustainable improvements in teacher performance, yet in many Islamic elementary schools, it remains predominantly administrative and insufficiently linked to enhancing teacher professionalism. This study examines the influence of IRE quality assurance planning and evaluation strategies on teacher performance at Adzikri Islamic Elementary School. Employing a quantitative approach with an explanatory survey design, the research utilized total sampling to include all teachers as respondents. Data were gathered via a validated Likert-scale questionnaire and analyzed through multiple linear regression, following classical assumption tests. The results indicate that quality assurance planning strategies exert a significant positive influence on teacher performance (? = 0.312, p < 0.05), while evaluation strategies demonstrate a more dominant effect (? = 0.487, p < 0.01). Collectively, these strategies account for 61.4% of the variance in teacher performance (R² = 0.614). These findings affirm that systematic planning combined with continuous, reflective evaluation when embedded within a cyclical framework substantially elevates pedagogical effectiveness and professional engagement. Conceptually, the study contributes a value-based model of IRE quality assurance that integrates core Islamic principles (such as amanah, ikhlas, and taqwa) into planning and evaluation processes, transforming quality assurance from procedural compliance into a transformative instrument for cultivating faith-centered professionalism and a sustainable quality culture in Islamic elementary education. This contextualized approach offers empirical and theoretical insights for advancing teacher performance and learning quality in similar faith-based institutions.
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