Manajemen Akses Pemerataan Pengembangan Profesional Guru melalui Pendidikan Profesi Guru di Madrasah Tsanawiyah Swasta

Abstract

Teacher Professional Education is a strategic pathway for strengthening teacher competence in Indonesia, yet access may remain uneven when schools depend on centralized quotas and eligibility rules. This study analyzes Teacher Professional Education management at Madrasah Tsanawiyah Swasta Uswatun Hasanah Purwakarta, focusing on planning, participant priority, distribution, and institutional responses to access barriers. Using a qualitative case-study design, data were collected through in-depth interviews, observation, and document analysis and analyzed through data reduction, display, and conclusion verification with triangulation and member checking. The findings show that planning was mainly reactive to Ministry of Religious Affairs schedules and quotas. Seniority influenced internal priority, while quota allocation, degree-subject linearity, and qualifications below the bachelor’s level restricted eligibility. Only 4 of 13 teachers (about 31%) had participated. The novelty is the identified gap between smooth administrative management and equitable professional-development access. The study recommends proactive needs mapping, transparent internal criteria, clearer eligibility communication, qualification upgrading, and evidence-based quota advocacy.