<![CDATA[urpose: This study aims to analyze and formulate strategies for strengthening pedagogical and social competencies to enhance teacher professionalism and performance in Serang District’s state elementary schools. It specifically addresses the discrepancy between certification status and classroom reality, where performance is often hindered by monotonous teaching and limited social interaction. Design/methodology/approach: Utilizing a qualitative multi-site case study across three schools with varying accreditation, the research involved 15 key informants, including principals, teachers, and supervisors. Data gathered through interviews, observations, and documentation were analyzed using the Miles, Huberman, and Saldana interactive model. Findings: Two core strategies emerged: (1) transforming academic supervision from administrative routines to clinical-collaborative coaching supported by Teacher Working Groups (KKG) for peer-teaching; and (2) implementing the "Golden Triangle" inclusive communication model (Teachers-Parents-Community). These strategies effectively boosted intrinsic motivation, instructional innovation, and social harmony, significantly improving teacher performance quality. Practical implications: This study provides an operational framework for humanistic, needs-based leadership and encourages teachers to adopt peer-collaboration to resolve instructional challenges and foster constructive parent relations. Originality/value: The novelty lies in the simultaneous integration of soft and hard skills through participatory management. Unlike quantitative studies focusing on variable correlation, this research offers an adaptive strategic blueprint for teacher development specifically tailored to the primary education context.]]>
