<![CDATA[Teacher human capital development is an important component in strengthening professional capacity and improving the quality of education in Islamic elementary schools. In this process, madrasah principals have a strategic role in directing, facilitating, and creating an organizational environment that supports continuous teacher development. This study aims to analyze teacher human capital development through the strategic leadership of madrasah principals, particularly in relation to leadership strategies, forms of teacher capacity development, organizational environment, and supporting and inhibiting factors. This study employed a qualitative approach using library research. Data were obtained from relevant journal articles, books, proceedings, and academic documents and were analyzed descriptively and analytically through identification, classification, comparison, interpretation, and synthesis of previous research findings. The results indicate that teacher human capital development occurs through interconnected processes, including needs identification, development priority setting, training, supervision, mentoring, professional learning communities, self-directed learning, teacher empowerment, reflection, and evaluation. The effectiveness of these processes is influenced by principal commitment, collaborative culture, organizational support, teacher motivation, resource availability, and opportunities for professional development. Meanwhile, limited time and funding, administrative workload, digital competency gaps, and resistance to change constitute major barriers. This study emphasizes that strategic leadership should focus on establishing a sustainable professional development ecosystem so that individual teacher capacities can develop into collective organizational capacity within madrasah.]]>
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