<![CDATA[This study aims to explore the implementation of teacher training and its contribution to improving teaching professionalism at SMPN 8 Libureng, Bone Regency. The research employed a qualitative descriptive approach with a case study design. Data were collected through in-depth interviews with a subject teacher who actively participated in various teacher training programs, including face-to-face training, professional community-based training, and independent digital training. The data were analyzed using qualitative analysis techniques, consisting of data reduction, data presentation, and conclusion drawing. The findings indicate that teacher training at SMPN 8 Libureng is conducted in diverse and sustainable forms and is generally relevant to classroom needs. The training programs contribute positively to improving teachers’ pedagogical competence, teaching motivation, and professionalism. Teachers experienced significant changes in teaching practices, particularly the shift toward student-centered learning, the use of digital media, and the implementation of interactive and collaborative learning strategies. Furthermore, the training programs also had a positive impact on students’ learning outcomes, as reflected in increased motivation, participation, and academic achievement. However, the limited duration of training remains a challenge, highlighting the need for continuous training and post-training mentoring. Overall, teacher training plays a strategic role in enhancing teaching quality and educational outcomes.]]>
