<![CDATA[This study aims to analyze how integrated human resource management contributes to sustainable educational performance through an input-process-output-outcome framework. Educational quality depends on institutions’ capacity to develop professional and committed personnel. However, HRM practices in education are often fragmented and administratively oriented. This research employed a qualitative approach using library research. Data from journals, books, proceedings, reports, and policy documents were collected through searching, screening, and organizing, then analyzed using content and thematic analysis. The findings show that human resource planning is the foundation for aligning institutional needs and competencies. Competency-based recruitment improves educator quality, organizational stability, and learning effectiveness. Continuous professional development strengthens pedagogical, technological, adaptive, and collaborative capacities. Objective performance appraisal supports accountability and targeted development. Motivation, rewards, and welfare sustain commitment, creativity, satisfaction, and professional stability. Integrated HRM practices generate improved learning quality, educator productivity, academic achievement, graduate competence, institutional reputation, competitiveness, and stakeholder satisfaction. The study contributes an integrative HRM-Educational Performance model that connects inputs, management processes, outputs, and long-term outcomes. Educational institutions should implement data-based, coordinated, and continuous HRM strategies to achieve sustainable quality improvement.]]>
