<![CDATA[This research aims to analyze: (1) planning for the development of teaching staff resources; (2) the process of developing teaching staff; (3) educational staff development components; and (4) a model for developing teaching staff resources. This research uses a multisite qualitative method where data collection techniques employ interviews, observation, and document study techniques to enhance the validity of the data findings and the authenticity of the research. The results of this research conclude that: (1) planning for the development of teaching staff is led by the head of the madrasah, involving all elements of the madrasah and taking various forms in the short term, long term, and incidental; (2) the process of developing teaching staff is carried out using various steps, namely: problem identification; needs analysis; determination of funds; target setting; program determination; program implementation; and evaluation; (3) the teacher competency development components include the pedagogical component, professional component, social component, and personality component; and (4) a model for developing teaching staff takes the form of position rotation; training; guidance/counseling; job instructor training; demonstrations and examples; temporary assignments; workshops; seminars; comparative studies; teacher performance management; career development; improving welfare; subject teacher deliberation; education and training; supervision; and further studies.]]>
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