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Articles
DOI: 10.32806/jkpi.v7i3.1781
Submitted: 08-05-2026
Published: 23-09-2026

MANAGING TEACHER PROFESSIONAL DEVELOPMENT IN A RESOURCE-CONSTRAINED SCHOOL: A QUALITATIVE CASE STUDY FROM CENTRAL MALUKU, INDONESIA

Universitas Pattimura
Universitas Pattimura
Universitas Pattimura
teacher professional development, school-based professional learning, educational management, teacher participation, professional learning communities, Indonesia, Central Maluku

Abstract

Teacher professional development (TPD) is widely regarded as a key mechanism for strengthening instructional quality, yet the availability of professional learning opportunities does not necessarily translate into sustained teacher participation or organizational learning. This study examined how TPD was managed at SMA Negeri 18 Maluku Tengah, with particular attention to program availability, implementation, teacher participation, institutional constraints, and perceived effects. A qualitative descriptive case-study approach was used. Data were generated through in-depth interviews and document analysis involving six purposively selected informants: the principal, two vice principals, and three senior teachers. Data were analyzed through data condensation, data display, and conclusion drawing, with credibility, dependability, and confirmability considered throughout the analytic process. The findings show a substantial gap between awareness of TPD opportunities and their institutionalization at school level. Four of the fourteen identified development programs were implemented within the school—teacher certification/equivalency, educational supervision, MGMP empowerment, and peer collaboration—while three were accessed externally with limited participation and seven had not been implemented. Teacher participation was constrained less by expressed unwillingness than by limited funding, transportation, information, workload, and school-level planning. The study therefore conceptualizes the central problem as a management and enabling-conditions gap rather than simply a motivation deficit. The case contributes context-sensitive evidence that school-based TPD in geographically constrained settings requires an integrated cycle of needs identification, planning, implementation, monitoring, evaluation, and follow-up.

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How to Cite

Bugis, W. Y., Kempa, R., & Arjanto, P. (2026). MANAGING TEACHER PROFESSIONAL DEVELOPMENT IN A RESOURCE-CONSTRAINED SCHOOL: A QUALITATIVE CASE STUDY FROM CENTRAL MALUKU, INDONESIA. Jurnal Konseling Pendidikan Islam, 7(3). https://doi.org/10.32806/jkpi.v7i3.1781