<![CDATA[Teacher development in madrasahs is often managed as if teachers form a single continuum of quality, even though competence development, organizational attachment, discipline, and motivation may combine in different ways. Existing typologies in teacher development commonly rely on hard partitions or focus on a narrower set of dimensions, leaving limited evidence on configuration-based, graded-membership typologies that integrate these four work-related constructs in Indonesian madrasah contexts. This study addresses that gap by mapping teacher typologies from the joint configuration of competence development (PKG), loyalty (LOY), work discipline (DIS), and work motivation (MOT) using a quantitative, person-centered approach. Survey data from 285 madrasah teachers were screened to reduce the influence of extreme outliers and standardized to Z-scores. Fuzzy C-Means clustering with Euclidean distance (m = 2) was estimated across candidate solutions (k = 1–10). A four-cluster solution was retained as the most defensible balance of parsimony and substantive interpretability under comparative model-selection indices and global adequacy evidence (R² = 0.41699; silhouette = 0.26000). The typology comprises two pole profiles (Overall High; Overall Low) and two trade-off profiles (Discipline–Motivation; High PKG–Low Discipline). The modest silhouette indicates meaningful overlap; therefore, use profiles as dominant tendencies and apply membership grades to identify core versus transitional cases. Practically, the map supports differentiated professional development in madrasahs by tailoring support packages to alignment problems across capability building, institutional attachment, disciplined enactment, and motivational conditions rather than relying on one-size-fits-all training.]]>
