<![CDATA[This study looks at how human resource management (HRM)'s put into practice for community-service teachers at Arrusyda Islamic Boarding School in Cileungsi with a focus on their pedagogical growth. A descriptive qualitative approach was used, relying on interviews, observations and reviews of school documents. The participants were chosen intentionally because of their roles in managing teachers and carrying out activities. Data were analyzed by reducing the information organizing it visually and then drawing conclusions. This process was supported by using sources and methods to check the findings, a technique known as triangulation. The results show four management functions that are closely connected. First planning was about figuring out how many teachers were needed and hiring them according to the school’s goals. Second organizing meant assigning tasks based on each teacher’s skills and background. Third directing included guidance from school leaders and senior teachers with training sessions held three to four times each year and mentoring sessions. Fourth monitoring and evaluation were done through observing teaching checking discipline and watching how teachers took part in school events. After these observations reflections were. Changes were made to training or assignments as needed. These findings show that HRM practices help guide and support community-service teachers in their work. However the study does not prove that these HRM efforts led to an improvement in teaching skills. Still the study emphasizes how important it is to have mentoring, proper documentation of evaluations and ongoing professional development, in pesantren environments.]]>
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