Strengthening Teacher Development in Pesantren: The Role of Human Resource Management Practices in Ta’hilu al-Mudarrisin

DOI: https://doi.org/10.33650/al-tanzim.v9i4.10720

Authors (s)


(1) * Zuhair Mubarrak Hazaa   (Sekolah Tinggi Ilmu Tarbiyah Ar-Raudlatul Hasanah)  
        Indonesia
(2)  Abdul Aziz   (Sekolah Tinggi Ilmu Tarbiyah Ar-Raudlatul Hasanah)  
        Indonesia
(3)  Zainal Abidin   (Sekolah Tinggi Ilmu Tarbiyah Ar-Raudlatul Hasanah)  
        Indonesia
(4)  Maruli Tumangger   (Sekolah Tinggi Ilmu Tarbiyah HASIBA)  
        Indonesia
(5)  Indra Gunawan   (Al-Azhar University)  
        Egypt
(*) Corresponding Author

Abstract


This study aims to analyse the principles and practices of human resource management (HRM) in the Ta’hilu al-Mudarrisin (teacher development) program in Islamic schools and evaluate its impact on improving pedagogical competence, ethical standards, and adaptability to changes in educational regulations. This study used a descriptive qualitative methodology with case study techniques in several Islamic boarding schools (pesantren). Data were collected through observation, in-depth interviews with principals, program administrators, teachers, and students, and analysis of training documents and supervision reports. The results indicate that strict supervision and reflective methods effectively improve teaching quality, pedagogical competence, and student achievement. The program also plays a role in enhancing educational ethical standards and responsiveness to regulatory changes. However, program implementation faces obstacles such as limited resources and time, which can be overcome through task reorganisation and capacity building. The implications of this study underscore the importance of integrating strict supervision, capacity-building, and spiritual enrichment to foster a progressive educational environment in Islamic schools.

Keywords

Human Resource Management, Ta'hil al-Mudarrisin, Pedagogical Competence



Full Text: PDF



References


Agus, A. H., Rahmatillah, A. N., & Andayani, S. A. (2025). The Influence of Principal’s Service Quality and Teachers’ Self-Concept on Emotional Regulation in Preschool Teachers. Child Education Journal, 7(1), 26–35. https://doi.org/10.33086/cej.v7i1.7029

Ajugo, M. U. (2024). Clinical Supervision for Quality Education Delivery in Public Schools in Nigeria. European Journal of Arts, Humanities and Social Sciences, 1(2), 47–60. https://doi.org/10.59324/ejahss.2024.1(2).05

Asyiah, S. N., & Sari, P. P. (2025). Islamic Education in Traditional Pesantren: A Comprehensive Analysis of Teaching Methods and Their Variations. Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner, 69–76.

Chen, Y.‐C. (2021). Mentorship in a Digital Teaching Capability Maturity Model and Systematic Modular Course. Performance Improvement Quarterly, 34(1), 7–30. https://doi.org/10.1002/piq.21340

Cheng, H., Fan, Y., & Lau, H. (2023). An Integrative Review on Job Burnout Among Teachers in China: Implications for Human Resource Management. The International Journal of Human Resource Management, 34(3), 529–561. https://doi.org/10.1080/09585192.2022.2078991

Dacholfany, M. I., & Fadli, M. R. (2024). Educational Management in Improving the Quality of Teachers in Senior High Schools. Int J Eval & Res Educ ISSN, 2252(8822), 3101. https://doi.org/10.11591/ijere.v13i5.29844

Deding, J., & Minnaert, A. (2024). Improving Child Outcomes and Quality in Early Childhood Education and Care Through Implementation of Professional Development: A Meta-Systematic Literature Review of Pre- and In-Service Approaches. Advances in Social Sciences Research Journal, 11(12), 33–65. https://doi.org/10.14738/assrj.1112.17997

Dewi, R., & Singh, P. (2022). The Effect of Academic Supervision and Teacher Professional Competence on Teacher Performance. Journal of Education. https://doi.org/10.59175/pijed.v1i1.9

El, A. A. M. M. A. (2023). The Role of Educational Initiatives in EFL Teacher Professional Development: A Study of Teacher Mentors’ Perspectives. Heliyon, 9(2). https://doi.org/10.1016/j.heliyon.2023.e13342

Enock, Y. E. N. G. (2024). Human Resource Management and Teacher Engagement Nexus: A Study of Private Schools. European Journal of Education Studies.

Goodwin, A. L., Lee, C. C., & Pratt, S. (2023). The Poetic Humanity of Teacher Education: Holistic Mentoring for Beginning Teachers. Professional Development in Education, 49(4), 707–724. https://doi.org/10.1080/19415257.2021.1973067

Hajar, A. (2024). Transforming Islamic Education for Environmental and Social Sustainability. Sinergi International Journal of Islamic Studies, 2(2), 82–95. https://doi.org/10.61194/ijis.v2i2.601

Intania, N., & Nurcholis, N. (2024). Transforming Traditional Learning Methods in Pesantren: Integrating Technology in Response to Society 5.0 at Pondok Pesantren Khozinatul Ulum Blora. Global Educational Research Review, 1(2), 100–109. https://doi.org/10.71380/GERR-08-2024-10

Kotten, N. B., Bataona, Y. D., Ali, U., Koten, A. N., & Tasrim, I. W. (2025). Exploring Spiritually Oriented Supervision: Enhancing Teacher Performance and Holistic Education in Religious-Based Primary Schools. International Journal of Learning, Teaching and Educational Research, 24(2), 227–241. https://doi.org/10.26803/ijlter.24.2.12

Lathifah, Z. K., Fauziah, R. S. P., Rusli, R. K., Roestamy, M., Martin, A. Y., Indra, S., & Suherman, U. (2025). Quality Assurance in Pesantren: Modernization, Adaptability, and Integration into Indonesia’s Education System. Jurnal Pendidikan Islam, 11(1), 101–114. https://doi.org/10.15575/jpi.v11i1.43951

Meydan, C. H., & Akkaş, H. (2024). The Role of Triangulation in Qualitative Research: Converging Perspectives. In Principles of Conducting Qualitative Research in Multicultural Settings (pp. 98–129). IGI Global. https://doi.org/10.4018/979-8-3693-3306-8.ch006

Najiah, L. (2025). Implementation of Total Quality Management (TQM) as a Continuous Improvement Model in Educational Management: Implementasi Total Quality Management (TQM) Sebagai Model Perbaikan Berkelanjutan Dalam Pengelolaan Pendidikan. JEMINOV (Journal of Education Management and Innovation), 1(2), 14–23.

Najiburrahman, N., Zamroni, Z., Mundiri, A., & Thohir, P. F. D. M. (2025). Quality of Service and Customer Satisfaction from ROI in Pesantren: A BPS-Mediated Study. TEM Journal, 14(2), 1260–1268. https://doi.org/10.18421/TEM142-27

Nursalim, E. (2024). Integrated Technology and Traditional Pedagogy: Enhancing Islamic Education in a Digital Age. 44(2).

Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher Professional Development Around the World: The Gap Between Evidence and Practice. The World Bank Research Observer, 37(1), 107–136. https://doi.org/10.1093/wbro/lkab006

Preechawong, S., & Easter, M. A. (2024). Relationship Between Mentoring and Coaching Experience, Teaching Self-Efficacy and Job Satisfaction of Vocational School Teachers in Thailand. Educational Studies, 50(5), 722–742. https://doi.org/10.1080/03055698.2021.1994374

Putra, F. H., Maharani, N. F., & Bodori, S. (2025). Synergy Between Spiritual Education and Quality Management in the Modern Era. Journal of Quality Assurance in Islamic Education (JQAIE), 5(1), 1–10.

Ritonga, J. S. (2025). Human Resource Management Strategy to Strengthen the Quality of Islamic Boarding School Education. Jurnal Ilmiah Manajemen Kesatuan, 13(3), 1445–1454. https://doi.org/10.37641/jimkes.v13i3.3273

Rohman, A., Muhtamiroh, S., Imron, A., & Miyono, N. (2023). Integrating Traditional-Modern Education in Madrasa to Promote Competitive Graduates in the Globalization Era. ERIC, 10(2), 17. https://doi.org/10.1080/2331186X.2023.2268456

Sims, S., & Anders, J. (2025). Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. Review of Educational Research, 95(2), 213–254. https://doi.org/10.3102/00346543231217480

Sukarno, S., & Murayama, K. (2025). Designing Adaptive Human Resource Management in Pesantren: A Critical Study of Traditional Practices. Edukasia Islamika, 10(1), 1–16.

Virtič, M., Du Plessis, A., & Šorgo, A. (2023). In the Search for the Ideal Mentor by Applying the ‘Mentoring for Effective Teaching Practice Instrument’. European Journal of Teacher Education, 46(4), 688–706. https://doi.org/10.1080/02619768.2021.1957828

Yelfianita, Y., Neviyarni, S., & Irdamurni, I. (2023). Improving Teacher Competence in Supporting the Achievement of Basic Education Goals. International Journal of Educational Dynamics, 5(2), 232–242. https://doi.org/10.24036/ijeds.v5i2.417


Dimensions, PlumX, and Google Scholar Metrics

10.33650/al-tanzim.v9i4.10720


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Zuhair Mubarrak Hazaa, Abdul Aziz, Zainal Abidin, Maruli Tumangger, Indra Gunawan

Creative Commons License
 
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Al-Tanzim : Jurnal Manajemen Pendidikan Islam
Published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia.