Implementation of Teacher Development Policy in Improving the Quality of Islamic Schools

This research is motivated by the importance of teacher development in improving the quality of Islamic schools which are currently facing various challenges of globalization and modernization of education. Teachers as the main agents of change in the learning process need to receive serious attention through structured and sustainable competency development policies. However, the implementation of the policy still faces various obstacles, both in terms of equal distribution of opportunities and limited resources. The research method used is a qualitative approach with literature study as the main technique. Data is obtained from various sources such as books, journals, research reports, and regulations related to Islamic education policies. The analysis was carried out with a descriptive-analytical model that linked field findings with education management theory, policy implementation theory, and previous research results. The results of the study show that teacher development in Islamic schools has been implemented, but it is still uneven and faces resource constraints. Internal factors, such as motivation, education, and teacher experience, as well as external factors, such as the leadership of school principals, government policies, and infrastructure support, play a major role in the successful implementation of teacher development policies. In conclusion, teacher development has a significant impact on improving the quality of Islamic schools, both in academic, spiritual, and public trust aspects. Therefore, teacher development must be seen as a sustainable long-term investment for the realization of quality and competitive Islamic education.