Human Resource Management of Teachers and Its Impact on Learning Quality at SMP Muhammadiyah 1 Makassar

Abstract

The quality of learning in schools largely depends on how teaching staff are managed, encompassing competence, continuous professional development, welfare, and performance evaluation. Human resource management (HRM) practices in faith-based private schools, however, remain empirically understudied, leaving their contribution to learning quality insufficiently understood.  This study aims to analyze teacher HRM practices, including recruitment and competence, continuous professional development, welfare and motivation, HR planning, and quality evaluation, at SMP Muhammadiyah 1 Makassar. It further examines the relationship between these practices and the quality of learning at the school.  The study employed a descriptive qualitative approach, with the Vice Principal for Curriculum Affairs and one teacher as participants.  Data were collected through semi-structured interviews using an interview instrument, along with direct observation, and were analyzed descriptively-thematically based on the five HRM aspects examined in this study. The results show that the school applies a rigorous teacher selection process comprising administrative screening, interviews, teaching practice tests, and Qur'an recitation tests as a distinctive feature of an Islamic school; conducts continuous professional development through In-House Training and deep-learning workshops equally for all teachers; provides competitive honorariums along with non-financial incentives; and carries out regular semester-based supervision supported by CCTV monitoring. Nevertheless, the high administrative workload of teachers remains an obstacle that hinders the optimal application of training outcomes in classroom practice. These findings imply the need to streamline teachers' administrative tasks and strengthen digital technology-based training so that HRM can contribute more optimally to improving learning quality in schools.