Strategic Planning for The Development of Teacher Professional Competence and Performance in Improving Madrasah Aliyah Student Achievement: A Multiple-Case Study in West Lombok

Moh. Zarkani (UIN Maulana Malik Ibrahim Malang)
H. Basri (UIN Maulana Malik Ibrahim Malang)
H. Mulyono (UIN Maulana Malik Ibrahim Malang)

Journal of Educational Studies
Vol. 4 No. 2 (2026): July

This study examines how strategic planning develops teachers’ professional competence and performance and how these processes contribute to enhancing students’ academic and non-academic achievement at MA Darul Qur’an Bengkel-Labuapi and MA Annajah Sesela-Gunungsari, West Lombok. The study adopted an interpretive qualitative approach with a multiple-case study design. Data were collected through semi-structured in-depth interviews, non-participant observations, and document analysis. Seven key informants were purposively selected based on their positions, experiences, knowledge, and involvement in planning, teacher professional development, program implementation, and evaluation. Data analysis was conducted through data condensation, data display, conclusion drawing and verification, within-case analysis, and cross-case analysis. The findings indicate that while both madrasahs implemented distinct operational mechanisms, they shared a common substantive strategic pattern. This pattern comprises six interrelated components: evidence-based needs assessment, environmental scanning, collaborative strategic formulation, integrated professional development, learning quality enhancement, and continuous strategic improvement. The interplay among these components establishes an organizational learning cycle that connects organizational experience, needs, strategic decisions, professional development, instructional practice, student achievement, evaluation, and strategic renewal. This study proposes the concept of Adaptive Learning-Based Strategic Planning as a conceptual contribution that positions strategic planning not merely as an administrative document, but as an organizational capacity to learn from experience, interpret contextual shifts, formulate shared decisions, and continually refine strategies. These findings expand the literature on Islamic educational management by integrating strategic planning, teacher professional learning, instructional quality, and student achievement within a unified adaptive framework.