Abstract

This article explores how principals optimize the multi-stakeholder role in strengthening the self-efficacy of principals and teachers to develop learning quality sustainability tied to integrating spiritual values and traditions. The article reports a qualitative study in East Java, Indonesia, that included twelve basic questions designed by semi-structured interviews, observations, and documentation with school principals and teachers from Islamic schools. The study found that school principals and teachers view the formulation of school quality as very complex and complicated because it should be an intersection of international, national, spiritual, and traditional values. It leads to low self-efficacy among principals and teachers, exacerbated by the nonlinearity in their university degrees and professional responsibilities within the classroom. In addition, the deficit in stakeholder involvement is a further problem where cooperation with schools is only on a limited budget. Implementing the “School and Multi-stakeholder Forum Engagement” model through (1) variables identification; (2) variables mapping; (3) strategy arrangement; (4) roles sharing, (5) roles implementation, and (6) control engagement is the most effective strategy to attain sustainable learning quality.