<![CDATA[Principal leadership plays an important role in managing teacher resources to support the achievement of educational goals. This study aims to describe principal leadership in planning, organizing, supervising, and evaluating teacher resource management at SMP IT Daarul Rahman III Depok. The study used a qualitative approach with a case study method. Data were collected through observation, interviews, and documentation involving the principal and teachers as informants. Data analysis followed the Miles, Huberman, and Saldaña interactive model through data condensation, data display, and conclusion drawing and verification. Data validity was strengthened through source and technique triangulation. The findings show that teacher resource management is carried out systematically through four interconnected management functions. Planning is conducted through evaluation meetings, identification of teacher needs, consideration of competencies and teaching backgrounds, and proportional distribution of teaching loads. Organizing is carried out through clear division of duties, additional assignments, delegation, and coordination. Supervision is implemented through classroom observation, direct feedback, coaching, and professional development. Evaluation is conducted continuously by considering attendance, discipline, responsibility, teaching ability, administration, and additional duties. The four functions form a continuous management cycle. The leadership practice also reflects Islamic leadership values, particularly amanah, syura, and uswah hasanah, through fair task distribution, deliberation, guidance, and exemplary leadership.]]>
