<![CDATA[Physical education teachers require professional development that is continuous, practice-embedded, and responsive to the pedagogical, digital, assessment, inclusion, and health-related demands of contemporary schooling. Yet professional development is frequently organized as isolated training, with limited follow-up and weak integration with teachers’ collaborative work and school culture. This article develops a competency-based professional development management model for physical education teachers by integrating three mutually reinforcing foundations: collaboration, professional competence, and supportive school organizational culture. An integrative conceptual synthesis was conducted using recent peer-reviewed studies on teacher professional development, professional learning communities, physical education teacher learning, school culture, and competency frameworks, complemented by international policy reports and foundational scholarship. The resulting model organizes professional development into seven management stages: diagnostic mapping, collaborative priority setting, co-design, active professional learning, classroom or field enactment, observation-feedback-reflection, and institutionalization with evaluation. Four competence domains are emphasized: pedagogical-content competence, assessment and data literacy, inclusive-digital competence, and reflective-professional competence. Collaboration operates through professional learning communities, peer observation, lesson or unit co-design, and mentoring, while school culture provides time, trust, leadership, resources, psychological safety, and recognition. For application in contexts such as Bengkulu City, the model recommends school-cluster implementation and locally relevant learning problems rather than one-size-fits-all workshops. The model offers a theoretically coherent and operational framework for managing sustained professional growth among physical education teachers while linking individual learning to organizational improvement.]]>
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