SWOT Analysis as the Basis for Formulating Policies to Improve Teacher Competency Quality

Abstract

General Background: Teacher competence is a strategic component of educational quality, particularly in integrated Islamic schools that require pedagogical, professional, social, personal, and Islamic character competencies. Specific Background: SMA Islam Terpadu Ar Rahmah Lumajang faces variations in teacher competence, including limited technology literacy, pedagogical training, and professional preparation. Knowledge Gap: Limited attention has been given to comprehensive SWOT-based mapping of teacher competence as a basis for institutional policy formulation. Aims: This study analyzes the application of SWOT analysis in formulating teacher competence development policies. Results: A qualitative descriptive study found high teacher dedication and subject-matter mastery, alongside weaknesses in technology literacy and pedagogical training; opportunities included institutional support, JSIT networks, training, and educational digitalization, while threats involved administrative burdens and curriculum demands. Novelty: The study integrates SO, WO, ST, and WT strategies into a contextual teacher development framework. Implications: SWOT mapping provides a basis for strategic, adaptive, and sustainable teacher development policies. Key Findings Highlights High dedication and subject-matter mastery constitute major internal strengths among teachers. Limited technology literacy and pedagogical training remain key areas requiring development. SO, WO, ST, and WT strategies provide directions for contextual teacher development policies. Keywords : Teacher Competence, SWOT Analysis, Teacher Development, Educational Policy, Integrated Islamic Education