<![CDATA[Teacher quality is a critical determinant of vocational education outcomes because teachers must integrate pedagogical competence, technological proficiency, and industry-relevant expertise. However, staff shortages at SMK Prshanti Nilayam Kuta have required several teachers to perform additional administrative duties, potentially increasing workloads and reducing instructional effectiveness. This study aimed to examine teacher resource planning, the implementation of human resource management, and the principal’s efforts to improve teaching staff quality. A qualitative descriptive design was employed. Data were collected through in-depth interviews, classroom observations, and documentation involving purposively selected teachers, students, and parents. The data were transcribed, categorized, thematically interpreted, and validated through source and technique triangulation. The findings showed that teacher resource planning encompassed needs analysis, competency-based recruitment and placement, continuous training, performance appraisal, and career planning. Human resource management was implemented as an interconnected cycle involving workforce planning, recruitment, professional development, evaluation, motivation, and welfare management. The principal enhanced teacher quality through in-house training, Kurikulum Merdeka (Independent Curriculum) workshops, industry internships, competency certification, academic supervision, professional learning communities, digital learning facilities, and reward systems. In conclusion, integrated human resource management improved teacher professionalism and instructional relevance, although staffing shortages and excessive additional duties remained significant constraints that required strategic recruitment and clearer workload distribution.]]>
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