Transformation of Human Resource Development for Teachers and School Staff in Vocational High Schools

Abstract

This study investigates the strategies employed to develop the human resources of educators and education personnel at Driyorejo Vocational High School (SMK) and Ma’arif NU Randegansari Islamic Junior High School (MTs). It specifically examines the forms of professional development programs implemented by both institutions and explores their contribution to strengthening the professional competence and performance of educators and education personnel. Employing a qualitative approach with a case study design, the study collected data through in-depth interviews, participatory observations, and document analysis. The participants comprised school principals, teachers, and education personnel from both institutions. Data were analyzed descriptively through the processes of data reduction, data display, and conclusion drawing. The findings indicate that both SMK Driyorejo and MTs Ma’arif NU Randegansari have implemented various human resource development initiatives, including professional training, workshops, regular mentoring, and opportunities for further education. However, the priorities of the two institutions differ according to their educational characteristics. SMK Driyorejo places greater emphasis on strengthening vocational competencies and technological literacy, whereas MTs Ma’arif NU Randegansari prioritizes the development of pedagogical competencies and the internalization of Islamic values. Although the implementation of these programs is constrained by limited financial resources and differences in individual motivation, both institutions continue to develop sustainable professional development initiatives aimed at enhancing educator performance and supporting the continuous improvement of educational quality.