Professional learning community as a human resource management strategy for developing teacher competencies

Abstract

Teacher competence is a critical factor in educational quality, yet its development requires continuous, strategic support. This study examines the professional learning community (PLC) as a human resource management strategy for developing teacher competencies at MTsN 3 Jombang and MTsN 17 Jombang (state Islamic junior high schools). Using a qualitative multisite case study, data were collected from 10 informants through semistructured interviews, nonparticipant observation, and document analysis, and were analyzed through pattern matching, explanation building, and cross-site synthesis. The findings show that PLC developed through three interconnected dimensions: construction, implementation, and contribution. MTsN 3 Jombang exemplified an institutionalized, professional culture-based PLC, whereas MTsN 17 Jombang exemplified a collegial culture-based PLC. At the micro, meso, and macro levels, PLC strengthened teachers’ pedagogical, professional, social, and personal competencies, as well as professional communities and madrasah learning capacity. PLC is most effective when a strong professional culture is supported by institutional structures.