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In this globalization era, education technology programs, especially in Indonesia, have spread so quickly, not only in the level of basic education but also to the level of education at the college level. As an indication of the development of education technology, among others, there have been many different types of media learning in improving the quality of learning such as visual media, audio media, and audiovisual media. Of the various instructing media, all of which can support in the process of activities in learning and teaching, but the very urgent attention by every educator is that the use of the media not only look at the sophistication but more important is the quality of the implementation of learning activities in an educational institution, of course, it is necessary to adapt to some targets that are the mission of education. It is very important for a teacher in carrying out his duties as a teacher must have pedagogic competence, a teacher should have the ability to be in accordance with the methodology of learning both in terms of learning planning and in the implementation of learning. So, a teacher who already has competence and qualifications in both the mastery and ability in the use of learning media that will certainly affect the process of teaching actively, innovative, creative, and enjoyable.

One of the quality management concepts that can be applied in pesantren is total quality service (TQS). Total Quality Service is a modern management concept of study that focuses of five areas, 1) customer focus, 2) total involvement, 3) measurement, 4) systematic support, and 5) connous improvement. Pesantren education institute is said quality meaning refers on resulting product quality by pesantren, one that covers; a lot of it student that have achievement well at akademik area and also at non academic, mark sense good lead support among pesantren “its customer”, out put and out came pesantren corresponds to expectation, and is still a lot of again. Pesantren education quality in perspektif this, can also be seen of two things, which is points on education process and education result. Process quality education pointed out by components exhaustive involvement pesantren in education activity. Education result can be seen of insofar which pesantren grad have interest and personality corresponds to pesantren vision and mission.

Spirituality in leadership is a leadership that leads the worldly dimension to the spiritual dimension. God is a true leader who inspires all deeds, influences and moves the conscience of His servants. Spirituality in leadership is leadership that forms values, attitude, behavior needed for intrinsic motivation to achieve a sense of spiritual survival. Spirituality-based leadership is not only about intelligence and skills in leadership, but also about the values of truth, honesty, integrity, creativity, wisdom, compassion. Spirituality in leadership is the way of a leader to pays attention to how other people can grow, develop and achieve the vision. There are three dimensions of spirituality in leadership they are first, the activities carried out by a manager (leader, head, chairman and others) with other people or groups. Second, the activities have purposes and third, management is carried out in the organization, so that so that becomes organization oriented. Therefore, the spirituality in leadership in the management of learning and education has significant impact on teachers, students, stakeholders, etc.

Organizational culture is the shared values and beliefs that underlying organizational identity. That is an invisible social force that can move people in organization to carry out work activities. Persons in organization learns the culture unconsciously that applies within an organization. Culture is also the main determinant of someone’s wishes and behaviours. Human behaviors are usually influenced by the surrounding environment, so that the values, perceptions, preferences, and behaviors between persons who live in a certain environment can be different from other peoples in other environments. Culture encompasses all knowledges, beliefs, skills, arts, morals, laws, customs, and human habits, as members of society. Culture that consists of ideas, attitudes, values and habits of individuals are learned from their lives in the social environment.

Integrating character education in learning involvesome points. As we know that recognition pointis the essence of education that is the recognition of the human dignity of every individual human being. Furtherconsciousness point is important that teacher to be a good educator who is loved by students, and then internalization point that intended to student’s behavior by teaching everyday in the learning process at school, mainly by teaching directly in the class on all of subject lessons. It has been mandated by UU SISDIKNAS 2003 that education is not only toforming the intelligent ofpeoples in Indonesia, but also got thepersonality or character.Education that has a purpose to forming smartand strong character peoples has been in resolution by Martin Luther King,”intelligence plus character, that is goal of true education ”.

Knowledge always have subject, it is know, because without ability impossible there is knowledge. If there is subject of course there is object, that something as for understand or will understand. Without object, impossible there is knowledge. Truth theoretically is “ congruity in idea and expression that real consist”. Human being can’t transform holistic knowledge is personal can be control and subjugate al ammarah desire until can’t unauthorized and reins. This matter iterrelated with all of honesty, in a universal can be result intuitive from intellect and reality. There requisites person to develop truth holistic knowledge; 1. Morality subject, 2. Good intellect and 3. Qualification.

A teacher is someone who provides knowledge to their students and is responsible for educating, teaching, guiding, directing, assessing and evaluating their students so that it is useful in the future. Professional teachers are teachers who are able to apply multidimensional relationships. Such teachers are those who internally have four competencies, namely: pedagogical competence, professional competence, personality competence, and social competence. The Islamic perspective on the position and role of the teacher is to position the teacher or educator in a noble position. Educators are positioned as spiritual fathers (spiritual father) for their students. He provides spiritual food with knowledge and development of noble morals (akhlaqalkarimah) and straightens them out. To create educators who are professional as well as competent in Islamic education, it is based on the demands of the Prophet because he was the only most successful educator in a short span of time, so that it is hoped that he can get closer to the reality of the educator with the ideal (Prophet Saw). The following are the competencies of Islamic educators and education: Religious Personal Competencies, Religious Social Competencies and Religious Professional Competencies.