<![CDATA[This teachers’ pedagogical and professional competencies in responding to curriculum changes and educational developments. MTs Negeri 1 Bandar Lampung, as a madrasah that actively develops teacher competencies, implements self-development program management through the stages of planning, implementation, and evaluation. This study aims to analyze the management of teacher self-development programs and the strategies implemented by the madrasah to improve teacher competencies sustainably. This research uses a qualitative approach with a case study method. Data were collected through interviews, observations, and documentation involving the Head of Madrasah, quality assurance team, curriculum development team, teachers, and other parties involved in the teacher self-development program. Data analysis was carried out descriptively through data reduction, data presentation, and conclusion drawing, with triangulation techniques to ensure data validity. The results showed that the management of teacher self-development programs at MTs Negeri 1 Bandar Lampung was carried out through three main aspects. First, planning was based on teacher needs by considering supervision results, evaluations, curriculum changes, and educational policies involving the Head of Madrasah, quality assurance team, curriculum development team, and teachers. Second, implementation was carried out through IHT programs, workshops, seminars, training, socialization, and MGMP empowerment. The research findings indicate that teacher self-development at MTs Negeri 1 Bandar Lampung is carried out through learning community collaboration, empowerment of internal resources, peer mentoring, and the use of digital technology. This model produces an adaptive, effective, and sustainable teacher competency development system in supporting the improvement of learning quality.]]>
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