<![CDATA[The professionalism of early childhood education (ECE) teachers is a key determinant of educational quality, particularly in rural areas where geographical constraints, limited resources, and shortages of qualified teachers hinder effective human resource management (HRM). Previous studies have primarily emphasized general HRM practices without adequately explaining adaptive HRM strategies in rural ECE institutions. This study aims to analyze how HRM practices contribute to improving teacher professionalism at PAUD Pelita Hati, Batang Tuaka District, Indonesia. A descriptive qualitative case study was employed using in-depth interviews, observations, and document analysis. The findings reveal that teacher professionalism is strengthened through an adaptive HRM model consisting of character-based recruitment, continuous professional development through in-house training, participation in teacher working groups, supportive performance evaluation, and non-financial compensation to sustain intrinsic motivation despite limited financial resources. These integrated practices enable the institution to address the shortage of qualified teachers while maintaining educational quality. The study contributes to the development of educational HRM by demonstrating that adaptive, context-sensitive HRM can effectively enhance teacher professionalism in geographically disadvantaged settings. Practically, the findings provide a reference for school leaders and policymakers in designing sustainable HRM strategies for rural ECE institutions facing similar challenges]]>
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