<![CDATA[This research is motivated by the gap between the deep learning targets and the teaching practices of teachers at SMA Negeri 1 Moga as reflected in the 2025 Education Report, especially in the aspects of learning methods, psychological support, and classroom management. The objectives of this study are to (1) identify priority competency areas for teachers, (2) analyze obstacles and root causes of teacher participation in professional development programs, (3) evaluate the communication mechanisms and the role of the principal in facilitating competency development, and (4) formulate strategies for implementing sustainable competency map-based competency development. This study uses a qualitative approach with a case study design, involving teachers and principals as informants through semi-structured interviews, observations, and document analysis. Data were analyzed using the Miles and Huberman model through the stages of reduction, presentation, and drawing conclusions with source triangulation. The results show that pedagogical and educational technology competency areas are the main priorities for teachers, while the biggest obstacles include limited time, facilities and infrastructure, and individual motivation. The communication mechanism between teachers and principals is considered positive but has not been optimal in follow-up. Research recommendations emphasize the need for competency development strategies that are integrated with teacher duties, tailored to needs, flexible in implementation, and accompanied by guidance and mentoring by colleagues to ensure the application of training results in learning practices and build a culture of sustainable learning in schools.]]>
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