<![CDATA[General Background Human resource quality within educational institutions fundamentally dictates overall educational success and student achievement. Specific Background At Mutiara Indah Kindergarten in Candi Sidoarjo, teaching staff frequently struggled with professional discipline, pedagogical competence, and understanding the institution's core vision, leading to suboptimal teaching execution. Knowledge Gap While general managerial approaches exist, specific qualitative examinations detailing how targeted supervisory and motivational methods by school leaders resolve disciplinary and pedagogical deficits in kindergarten settings remain limited. Aims This study investigates the strategic planning and implementation methods designed by school leadership to develop teaching staff capabilities at Mutiara Indah Kindergarten. Results Utilizing a qualitative case study approach involving observation, interviews, and documentation, findings indicate the leadership successfully implemented comprehensive professional development routines. These included conducting regular workshops, enforcing structured clinical supervision for pedagogical evaluation, establishing strict disciplinary coaching, and providing targeted incentives alongside constructive feedback. Novelty The research uniquely highlights the combination of direct disciplinary monitoring with clinical coaching techniques to systematically address both motivational deficits and pedagogical incompetence among kindergarten teachers. Implications Implementing structured, continuous professional development and clinical supervision provides an essential framework for school administrators to support teaching competence, thereby advancing overall institutional quality and student character development. Highlights: Routine professional development workshops significantly supported teaching readiness and pedagogical competence for kindergarten staff. Direct disciplinary coaching and consistent clinical supervision efficiently resolved staff negligence regarding daily instructional responsibilities. Constructive evaluation combined with targeted incentives successfully motivated teachers to actively align with the core institutional vision. Keywords: Kindergarten Staff, Clinical Supervision, Professional Development, Disciplinary Coaching, Instructional Competence]]>
