Principal's Managerial Skills in Developing Teachers' Professional Competence at MTs Darul Ulum Panaragan Jaya

Abstract

This qualitative descriptive study examines the principal's managerial skills in developing teachers' professional competence at MTs Darul Ulum Panaragan Jaya, Tulang Bawang Barat, Lampung, Indonesia. As a private Islamic junior high school (madrasah tsanawiyah) with B accreditation and 35 teachers, the institution faces challenges in enhancing teacher professionalism amidst dynamic educational changes. Data were collected through in-depth interviews with the principal, teachers, and administrative staff, participatory observation, and documentation, then analyzed using Miles and Huberman's interactive model with source, method, and time triangulation. Findings reveal that the principal implements three integrated managerial skills. First, conceptual skills are demonstrated through formulating a clear vision ("realizing quality learning through professional, innovative, and adaptive teachers"), needs-based strategic planning, and participative data-driven decision-making. Second, technical skills are implemented through systematic academic planning via annual programs, standardized learning administration (lesson plans, syllabi, teaching journals), and clinical academic supervision (classroom observation, reflective discussion, constructive feedback). Third, human skills are operationalized through open two-way communication across formal and informal channels, multidimensional motivation (rewards, moral support, opportunities, conducive climate), collaborative culture building (internal MGMP, joint projects), and holistic continuous teacher development (professional, personal, spiritual). The study concludes that the integration of conceptual, technical, and human skills forms a coherent managerial leadership pattern that significantly contributes to sustainable teacher professional competence development in madrasah contexts.