<![CDATA[Teacher professional development in primary schools requires needs-based management so that professional development activities extend beyond training to the application and improvement of teaching practices. In this context, principals' managerial competence is essential for identifying teacher needs, organizing development programs, directing implementation, and conducting continuous monitoring and evaluation. This study aimed to identify teacher professional development activities and analyze the role of the principal's managerial competence in managing these programs at SD Negeri 2 Lembak. The study employed a descriptive qualitative approach involving the principal, senior teachers, junior teachers, a teacher mobilizer, and students as informants. Data were collected through interviews, observations, and documentation and analyzed through data reduction, data display, and conclusion drawing, with credibility established through source and technique triangulation. The findings indicate that teacher professional development was implemented through training on the Merdeka Curriculum, technology-based learning workshops, Teacher Working Groups (KKG), academic supervision, teacher guidance, and assistance in preparing instructional documents. The principal's managerial competence was reflected in needs-based planning, organizing teacher participation and collaboration, implementing guidance and supervision, and conducting monitoring, evaluation, and follow-up. The application of professional development outcomes was reflected in more varied teaching methods and media, the use of technology, and greater student involvement in learning. These findings confirm that teacher professional development becomes more systematic when managed as a continuous managerial cycle connecting needs identification, professional development activities, supervision, evaluation, and follow-up. ABSTRAK Pengembangan profesional guru di sekolah dasar memerlukan pengelolaan yang berbasis kebutuhan agar kegiatan pengembangan tidak berhenti pada pelatihan, tetapi berlanjut pada penerapan dan perbaikan praktik pembelajaran. Dalam konteks tersebut, kompetensi manajerial kepala sekolah diperlukan untuk mengidentifikasi kebutuhan guru, mengorganisasikan program, mengarahkan pelaksanaan, serta melakukan monitoring dan evaluasi. Penelitian ini bertujuan mengidentifikasi bentuk pengembangan profesional guru dan menganalisis peran kompetensi manajerial kepala sekolah dalam mengelola program tersebut di SD Negeri 2 Lembak. Penelitian menggunakan pendekatan kualitatif deskriptif dengan informan yang terdiri atas kepala sekolah, guru senior, guru junior, guru penggerak, dan siswa. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan serta diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa pengembangan profesional guru dilaksanakan melalui pelatihan Kurikulum Merdeka, workshop pemanfaatan teknologi, Kelompok Kerja Guru (KKG), supervisi akademik, pembinaan, dan pendampingan penyusunan perangkat pembelajaran. Kompetensi manajerial kepala sekolah terlihat dalam perencanaan berbasis kebutuhan, pengorganisasian keterlibatan dan kolaborasi guru, pelaksanaan pembinaan dan supervisi, serta monitoring, evaluasi, dan tindak lanjut. Penerapan hasil pengembangan terlihat pada penggunaan metode dan media pembelajaran yang lebih bervariasi, pemanfaatan teknologi, serta peningkatan keterlibatan peserta didik. Temuan ini menegaskan bahwa pengembangan profesional guru menjadi lebih terarah ketika dikelola sebagai siklus manajerial yang menghubungkan identifikasi kebutuhan, pelaksanaan pengembangan, supervisi, evaluasi, dan tindak lanjut secara berkelanjutan.]]>
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