<![CDATA[This study aims to analyze the implementation of principal management in enhancing teacher quality at SMP Muhammadiyah Darul Arqom Karanganyar and SMP IT MTA Karanganyar. The research employs a qualitative approach with a multi-site study design. Data were collected through in-depth interviews, observation, and documentation, and subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña, which encompasses data condensation, data display, conclusion drawing, and cross-site analysis. The results indicate that both principals implement management functions through three primary stages: planning, implementation, and evaluation of teacher quality improvement programs. Planning is conducted based on identifying teacher needs and formulating professional development programs. Implementation is realized through academic supervision, in-house training (IHT), external training, knowledge sharing, and various other competency development activities. Evaluation is carried out through supervision, monitoring, reflection, and follow-up actions, serving as a basis for continuous program improvement. The study also reveals differences in management implementation characteristics between the two schools: SMP Muhammadiyah Darul Arqom adopts a more structured approach, whereas SMP IT MTA fosters a more adaptive organizational learning culture. These findings offer a principal management implementation model based on the planning-implementation-evaluation cycle as a strategy for enhancing teacher quality, which can serve as a reference for school management.]]>
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