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All Journal Journal of Educational Management Research JUMPA : Jurnal Manajemen Pendidikan
Yanti Hasbian
Universitas Islam Bunga Bangsa Cirebon
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences

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Total Quality Management as a Strategic Framework for Improving Teacher Professionalism and Student Outcome Efrita Norman; Syamsul Anwar; Lina Marliani; Yanti Hasbian; Juliana Wahid
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.14960

Abstract

This study examines how Total Quality Management (TQM) functions as a strategic framework for improving teacher professionalism and student learning outcomes. Educational institutions increasingly struggle to align management practice with effective teaching and meaningful student development. The study employed a qualitative case study design at an Islamic high school to explore TQM implementation in depth. Data were collected through observation, interviews with teachers and school leaders, and document analysis, then analyzed using an interactive model of data reduction, display, and verification. The findings indicate that the transformation of teaching practice under TQM is reflected in student-centered planning, reflective teaching, and a collaborative culture among educators. TQM also strengthens teacher professionalism through continuous learning, peer collaboration, and greater accountability in teaching. The study further finds that TQM fosters student character development, particularly discipline, responsibility, and independent learning. Taken together, these three findings show that TQM operates as an integrated system linking management practice with pedagogical improvement and student development. The main implication of this study for educational management is that teacher professionalism is the decisive pathway through which quality management reaches students, so schools seeking durable improvement should invest in the professional systems that mediate quality rather than in procedural compliance alone.
Managing Teacher Competence Improvement through Leadership, Professional Development, and Digital Innovation: A Systematic Literature Review Efrita Norman; Komarudin; Ahmad Masruri; Juliana Wahid; Yanti Hasbian
Journal of Educational Management Research Vol. 4 No. 5 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i5.1237

Abstract

Teacher competence is a key factor in improving education quality and student outcomes in the 21st century. This systematic literature review analyzes 41 peer-reviewed studies published between 2020 and 2025, examining the roles of leadership, professional development, and digital innovation. Using PRISMA methodology and a critical assessment framework, the review identifies that instructional and transformational leadership enhance teacher competence by promoting collaboration, innovation, and accountability. Effective professional development models include mentorship, coaching, and learning communities, particularly when adapted to local contexts. Digital innovations—such as AI, gamification, and mobile learning—offer new pathways for teacher growth but face challenges related to infrastructure, training, and socio-economic disparities. The review highlights significant inequalities between developed and developing regions, especially in rural areas. Findings underscore the need for equity-focused policies, localized implementation of global frameworks, and sustainable investment in teacher development. Enhancing teacher competence remains a global and local priority to prepare students for the demands of an increasingly complex world.
Co-Authors Ahmad Masruri Efrita Norman Efrita Norman Juliana Wahid Juliana Wahid Komarudin Lina Marliani Syamsul Anwar