Implementation of Human Resource Management for Educators in Strengthening the Kuttab Education System in West Java
DOI:
https://doi.org/10.32806/jf.v15i02.1770Keywords:
asatidz; , Islamic educational management;, teacher recruitment; , value-based HRMAbstract
Despite growing interest in faith-based educational models, limited research has examined how human resource management (HRM) operates for educators within the Kuttab system, an emerging model of Qur'anic primary education in Indonesia. This qualitative multiple-case study analyzed the implementation of educator HRM at two institutions in West Java, Kuttab Nurussalam Ciamis and Kuttab Bandung Barat, to understand how integrated HRM practices strengthen educational quality and sustainability while aligning contemporary HRM principles with Islamic values. Fifteen purposively selected participants, including principals, educators (asatidz), administrative staff, and parents, provided data through semi-structured interviews, participant observation, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with trustworthiness ensured through triangulation, member checking, researcher reflexivity, and an audit trail. Findings reveal that educator HRM operates as an integrated system encompassing workforce planning, recruitment, professional development, performance evaluation, and welfare management. Cross-case analysis identified two complementary patterns: a reflective–humanistic approach at Kuttab Nurussalam, grounded in participatory deliberation and personal mentoring, and an integrative–structural approach at Kuttab Bandung Barat, characterized by layered evaluation instruments and foundation-supported governance. These practices strengthen educator professionalism, curriculum implementation, and institutional sustainability by embedding Qur'anic competence, adab, and moral integrity within HRM functions. However, their effectiveness remains constrained by limited financial capacity, non-standardized documentation, and reliance on key figures. This study contributes a contextual educator HRM model that extends strategic HRM theory by positioning Islamic values as operative dimensions of educator management within faith-based institutions
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