Developing a Ma’iyyah-Based Teacher Cadre Management Model: A Case Study of Pesantren Ar-Raudlatul Hasanah

Zuhair Mubarrak Hazaa; Amiruddin  Siahaan; Abdurrahman Abdurrahman

doi:10.32806/jf.v15i03.2296

Authors

Zuhair Mubarrak Hazaa Universitas Islam Negeri Sumatera Utara, Medan, Indonesia
Amiruddin Siahaan Universitas Islam Negeri Sumatera Utara, Medan, Indonesia
Abdurrahman Abdurrahman Universitas Islam Negeri Sumatera Utara, Medan, Indonesia

DOI:

https://doi.org/10.32806/jf.v15i03.2296

Keywords:

teacher cadre management; Ma’iyyah-based management model; Islamic boarding school; teacher development

Abstract

Indonesia's more than 42,000 pesantren develop teachers through value-based, relationship-centered formation, a model now in tension with national teacher-certification policy. Cadre development secures organizational continuity, yet how institutional identity, communal relationships, and spiritual ideals shape it remains poorly understood. This study addresses that gap through a qualitative single-case study of teacher cadre management at Pesantren Ar-Raudlatul Hasanah, Medan. Data from fourteen informants across the cadre system's stakeholder groups were gathered through interviews, observation, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldana with source and method triangulation. Four findings emerged: (1) cadre planning is driven by the pesantren's da'wah mission rather than workforce projection, and reinforced through collegial deliberation; (2) cadre organizing blends formal and organic pathways within a shared ideological framework, sustained through the weekly Kamisan forum; (3) limited finances produce an investment-before-compensation pattern, in which formation support precedes comparable compensation and leaves certification and welfare concerns only partially addressed; and (4) evaluation spans four teacher competencies, with spiritual competence functioning as the foundation of the others rather than as a coequal dimension. From these findings, the study develops Ma’iyyah (togetherness) as a descriptive, empirically grounded interpretive account of how human-resource practice and Islamic educational values fuse within this institution, articulated through four dimensions - physical, intellectual, psychological, and spiritual. Because the account is generated from a single case, it is offered as a framework to be tested rather than a validated model; establishing whether it holds for other pesantren requires comparative, multi-site research

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