<![CDATA[This study examines the management of madrasah teacher human resources by focusing on three interrelated dimensions: recruitment, competence, and retention, which remain critical challenges in improving the quality of madrasah education. The purpose of this review is to analyze shortcomings in teacher recruitment practices, identify key factors influencing madrasah teacher competence, and explore determinants affecting teacher retention within Islamic educational institutions. The study adopts a literature review approach by analyzing scholarly articles, academic books, research reports, and policy documents published between 2014 and 2024. Sources were selected based on thematic relevance, methodological rigor, and full-text accessibility. The findings indicate that teacher recruitment in madrasahs is often conducted in a procedural manner without comprehensive job analysis and merit-based selection. Furthermore, teacher competence remains uneven, particularly in innovative pedagogical practices and digital literacy, largely due to limited continuous professional development and suboptimal academic supervision. Teacher retention is also shaped by welfare conditions, leadership practices, and organizational climate. This study highlights that recruitment, competence development, and retention should be understood as an integrated human resource management system rather than isolated administrative processes. The results contribute a conceptual foundation for strengthening sustainable human resource management policies and practices for madrasah teachers.]]>
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