<![CDATA[Objective: This study describes teachers' pedagogical competence, the principal's role in its development, and learning planning, implementation, and evaluation at RA Madinatul Ulum, Setu, South Tangerang. Methods: A descriptive qualitative approach used semi-structured interviews, observation, and documentation involving the principal, teachers, and parents. Analysis followed Miles, Huberman, and Saldana through data reduction, data display, and conclusion drawing and verification. Credibility was examined through source and technique triangulation. Results: Teachers demonstrated understanding of children's characteristics, lesson planning, play-based learning, and developmental assessment. The principal provided guidance, program management, supervision, training opportunities, feedback, and motivation. Individual developmental records, media innovation, technology use, and assessment follow-up still required improvement. Administrative workload, limited time, differences in experience, and the availability of learning materials constrained teacher development. Novelty: The study offers a contextual account of principal leadership and teacher development across three stages of learning in an Islamic early childhood institution. Continued mentoring is needed to connect supervision and training with improvements in classroom practice.]]>
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