Manajemen Pengembangan Kompetensi Guru Sekolah Dasar: Studi Multisitus Pada SDN Sungai Andai 3 dan SDN Seberang Mesjid 1 Kota Banjarmasin

Abstract

The development of teacher competence is a crucial component in enhancing the quality of instruction; however, its implementation must be managed based on the professional needs of teachers and the specific school context, rather than being treated merely as an administrative requirement. This study aims to describe and compare the management of teacher competence development at SDN Sungai Andai 3 and SDN Seberang Mesjid 1 in Banjarmasin, focusing on the instructional leadership of the school principals, the empowerment of professional learning communities, and collaboration with stakeholders. A qualitative approach with a multi-site study design was employed. Data were collected through semi-structured interviews, observations, and document analysis, and subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña, incorporating both single-site and cross-site analyses. Data validity was ensured through the triangulation of sources and techniques, member checking with informants, and the use of supporting documentation. The findings indicate that both schools utilize school-level data and instructional needs as a foundation for planning competence development; professional learning communities serve as spaces for sharing practices and problem-solving; and the involvement of teachers and stakeholders facilitates participatory decision-making. Nevertheless, the study requires more detailed empirical evidence and a clearer distinction between the unique findings of each site before drawing conclusions regarding the effectiveness of the models. While this research provides a contextual overview of professional development management practices in these two primary schools, the findings are not intended for statistical generalization.