<![CDATA[This study is motivated by the disconnect between macro-regulations on teacher academic qualifications (Law No. 14 of 2005) and the micro-governance of teacher development in traditional Islamic boarding school-based Madrasah Ibtidaiyah (MI). Recruitment based on the culture of khidmah (devotion) without regarding educational linearity triggers pedagogical mismatch in the classroom. This study aims to: (1) describe the placement practices and pedagogical competencies of teachers at MI Pondok Pesantren Al-Anshar; (2) analyze the factors causing the lack of formal orientation/training; (3) formulate practical recommendations for training (e.g., parenting, child psychology, and MI teaching methods) without dissolving the spirit of khidmah; and (4) provide guidelines for competency-based teacher appointment. The research employed a qualitative approach with an intrinsic case study design. The findings reveal four main insights: (1) a structural methodological deficit exists among non-linear teachers who tend to apply text-bound, monotone, teacher-centered learning, in contrast to linear PGMI/PGSD teachers who employ student-centered models; (2) an erosion of professionalism leads to substitute teaching without evaluation behavior due to the lack of a professional identity; (3) a prevalent adoption of repressive and punitive disciplinary approaches (yelling, physical punishment, and threats) by non-linear teachers stems from a lack of understanding of concrete operational child psychology; and (4) normative commodification of the khidmah culture serves as an ideological justification to tolerate pedagogical weaknesses and resist national educational standardization. This study recommends providing child psychology and teaching methodology training for teachers in pesantren environments to balance khidmah values with national professional standards.]]>
