Human Resource Management for Teacher Professional Development: A Case Study in a Foundation-Managed Islamic Educational Institution

Sarkin Sarkin; Puguh Wahyu Prasetyo; Dian Hidayati

doi:10.61255/vokatek.v4i2.2177

Authors

Sarkin Sarkin Universitas Ahmad Dahlan
Puguh Wahyu Prasetyo Universitas Ahmad Dahlan
Dian Hidayati Universitas Ahmad Dahlan

DOI:

https://doi.org/10.61255/vokatek.v4i2.2177

Keywords:

Human Resource Management, Teacher Development, Teacher Professionalism

Abstract

This study aims to describe the implementation of human resource management in developing teacher professionalism within an Islamic educational institution. The study was motivated by the importance of teacher quality in supporting educational improvement, while several challenges remain in practice, including variations in teacher competence, limited continuous professional development, suboptimal performance appraisal, weak reward systems, and challenges in the use of educational technology. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, open observations, and documentation involving four participants, consisting of one foundation leader, one human resource manager, one education manager, and one school principal. Data were analyzed through data reduction, data display, and conclusion drawing, while data validity was strengthened through source and technique triangulation. The findings identified seven interconnected human resource management practices implemented within the institution: teacher workforce planning, competency-based recruitment and selection, continuous training and development, performance appraisal, motivation and compensation, academic supervision, and career development. These practices formed an integrated approach to teacher professional development and were associated with the development of pedagogical, professional, social, and personal competencies within the institutional context.

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