Teacher Capacity Building through Curriculum–Student Affairs Integration: The IKRKT Model
Keywords:
Collective organizational capacity, Curriculum-student affairs integration, IKRKT model, School performance, Teacher capacity building
Abstract
This article formulates a teacher capacity development model that links individual competence with school organizational performance. The study addresses the tendency of teacher development to remain training-oriented and weakly connected to organizational learning. A qualitative single-case embedded design was employed at SDI Al-Ma’arif 02 Singosari, with curriculum and student affairs as embedded units. Data were collected through interviews, observation, and documents, and analyzed through interactive analysis, within-unit analysis, and cross-unit synthesis. The findings show that capacity development was planned through needs mapping, strategic alignment, governance, curriculum–student affairs integration, and professional learning communities. Implementation involved routine and incidental activities, teacher working groups, supervision, mentoring, workshops, internal-external collaboration, evaluation, reflection, and follow-up. Cross-unit synthesis generated the IKRKT Model, consisting of Integrative, Collaborative, Reflective, Continuous, and Transformative dimensions. The model explains how individual teacher competence can become collective organizational capacity that strengthens educational service quality and school performance.
References
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Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
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Deming, W. E. (2008). Out of the crisis. MIT Press.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
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Grimm, F. (2024). Teacher leadership for teaching improvement in professional learning communities. Professional Development in Education. https://doi.org/10.1080/19415257.2023.2264286
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Kaplan, R. S., & Norton, D. P. (2006). The balanced scorecard: Translating strategy into action. Harvard Business School Press.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Mansor, A. N., Abdullah, R., & Jamaludin, K. A. (2021). The influence of transformational leadership and teachers’ trust in principals on teachers’ working commitment. Humanities and Social Sciences Communications, 8, 302. https://doi.org/10.1057/s41599-021-00985-6
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Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage.
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Noe, R. A. (2023). Employee training and development (9th ed.). McGraw Hill.
Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. Oxford University Press.
Nurrizayani, N., Niswanto, N., & Usman, N. (2024). Empowering education: Transformational leadership creates inspiring work climates to boost teacher performance. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 8(4), 1302–1312. https://doi.org/10.33650/al-tanzim.v8i4.9646
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Park, J., Han, S. J., Kim, J., & Kim, W. (2021). Structural relationships among transformational leadership, affective organizational commitment, and job performance: The mediating role of employee engagement. European Journal of Training and Development, 46(9), 920–936. https://doi.org/10.1108/EJTD-10-2020-0149
Prediger, S., Götze, D., Holzäpfel, L., Rösken-Winter, B., & Selter, C. (2022). Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development. Frontiers in Education, 7, 969212. https://doi.org/10.3389/feduc.2022.969212
Prediger, S., & Selter, C. (2024). Establish shared visions and support productive adaptations on all levels: Aims, strategies, and architecture of a nationwide implementation program. Implementation and Replication Studies in Mathematics Education, 4(1), 1–35. https://doi.org/10.1163/26670127-bja10020
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. Doubleday.
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841
Siri, A., Supartha, I. W. G., Sukaatmadja, I. P. G., & Rahyuda, A. G. (2020). Does teacher competence and commitment improve teacher’s professionalism? Cogent Business & Management, 7(1), 1781993. https://doi.org/10.1080/23311975.2020.1781993
Swanson, R. A., & Holton, E. F. (2009). Foundations of human resource development (2nd ed.). Berrett-Koehler.
Trihapsari, C., Mujahidah, F., & Humairoh, N. (2021). Enhancement of the quality of human resources through training and development programs in schools. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 5(2), 145–153. https://doi.org/10.33650/al-tanzim.v5i2.2325
UNESCO. (2024). Global education monitoring report 2024/5: Leadership in education. UNESCO. https://www.unesco.org/gem-report/en/leadership
Wang, Y. (2025). Teacher development in an evolving online professional learning community. Teachers and Teaching. https://doi.org/10.1080/13540602.2023.2282485
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage.
Aimang, H. A., Indriani, R., & Amaliah, N. (2024). The role of principal in enhancing learning quality and teacher performance in schools. Al-Tanzim: Jurnal Manajemen Pendidikan Islam. https://ejournal.unuja.ac.id/index.php/al-tanzim/article/view/8354
Alzoraiki, M., Ahmad, A. R., Ateeq, A. A., Naji, G. M. A., Almaamari, Q., & Beshr, B. A. H. (2023). Impact of teachers’ commitment to the relationship between transformational leadership and sustainable teaching performance. Sustainability, 15(5), 4620. https://doi.org/10.3390/su15054620
Alzoraiki, M., Ahmad, A. R., Ateeq, A. A., & Milhem, M. M. (2024). The role of transformational leadership in enhancing school culture and teaching performance in Yemeni public schools. Frontiers in Education, 9, 1413607. https://doi.org/10.3389/feduc.2024.1413607
Amtu, O., Makulua, K., Matital, J., & Pattiruhu, C. M. (2020). Improving student learning outcomes through school culture, work motivation and teacher performance. International Journal of Instruction, 13(4), 885–902. https://doi.org/10.29333/iji.2020.13454a
Armstrong, M., & Taylor, S. (2023). Armstrong’s handbook of human resource management practice (16th ed.). Kogan Page.
Bakker, A. B., Hetland, J., Kjellevold Olsen, O., & Espevik, R. (2023). Daily transformational leadership: A source of inspiration for follower performance? European Management Journal, 41(5), 700–708. https://doi.org/10.1016/j.emj.2022.04.004
Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special reference to education. University of Chicago Press.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Day, C. (1999). Developing teachers: The challenges of lifelong learning. Falmer Press.
Deming, W. E. (2008). Out of the crisis. MIT Press.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
Dessler, G. (2020). Human resource management (16th ed.). Pearson.
Dille, K. B., & Røkenes, F. M. (2021). Teachers’ professional development in formal online communities: A scoping review. Teaching and Teacher Education, 105, 103431. https://doi.org/10.1016/j.tate.2021.103431
DuFour, R., & Eaker, R. (2008). Professional learning communities at work: Best practices for enhancing student achievement. Solution Tree Press.
Firmansyah, F., Prasojo, L. D., Jaedun, A., & Retnawati, H. (2022). Transformational leadership effect on teacher performance in Asia: A meta-analysis. Cypriot Journal of Educational Sciences, 17(6), 2127–2146. https://doi.org/10.18844/cjes.v17i6.7552
Fullan, M. (2020). Leading in a culture of change (2nd ed.). Jossey-Bass.
Garavan, T. N. (1991). Strategic human resource development. Journal of European Industrial Training, 15(1), 17–30. https://doi.org/10.1108/EUM0000000000219
Grimm, F. (2024). Teacher leadership for teaching improvement in professional learning communities. Professional Development in Education. https://doi.org/10.1080/19415257.2023.2264286
Grindle, M. S. (1997). Getting good government: Capacity building in the public sectors of developing countries. Harvard Institute for International Development.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Hargreaves, A., & O’Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin.
Harris, A., & Jones, M. (2020). COVID 19—school leadership in disruptive times. School Leadership & Management, 40(4), 243–247. https://doi.org/10.1080/13632434.2020.1811479
Hosna, R., Supriyanto, A., & Mubarok, R. (2025). How principal supervision shapes professional teachers through collaborative leadership. Al-Tanzim: Jurnal Manajemen Pendidikan Islam. https://ejournal.unuja.ac.id/index.php/al-tanzim/article/view/10340
Ibrahim, R. Z. A. R., Zalam, W. Z. M., Foster, B., Afrizal, T., Johansyah, M. D., Saputra, J., & Sari, D. P. (2023). The role of teacher professional development in enhancing teacher performance: A systematic review. International Journal of Educational Management, 37(3), 456–472. https://doi.org/10.1108/IJEM-09-2021-0345
Kaplan, R. S., & Norton, D. P. (2006). The balanced scorecard: Translating strategy into action. Harvard Business School Press.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Mansor, A. N., Abdullah, R., & Jamaludin, K. A. (2021). The influence of transformational leadership and teachers’ trust in principals on teachers’ working commitment. Humanities and Social Sciences Communications, 8, 302. https://doi.org/10.1057/s41599-021-00985-6
Mardia, M., Hambali, M., & Halim, A. (2025). Managing sustainable professional development for madrasah teachers in Islamic boarding schools. Al-Tanzim: Jurnal Manajemen Pendidikan Islam. https://ejournal.unuja.ac.id/index.php/al-tanzim/article/view/12143
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage.
Nguyen, Q. A. T. (2023). Professional learning communities in Vietnamese primary schools in the educational reform context: Forms and challenges. European Journal of Educational Research. https://www.eu-jer.com/professional-learning-communities-in-vietnamese-primary-schools-in-the-educational-reform-context-forms-and-challenges
Noe, R. A. (2023). Employee training and development (9th ed.). McGraw Hill.
Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. Oxford University Press.
Nurrizayani, N., Niswanto, N., & Usman, N. (2024). Empowering education: Transformational leadership creates inspiring work climates to boost teacher performance. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 8(4), 1302–1312. https://doi.org/10.33650/al-tanzim.v8i4.9646
OECD. (2020). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals. OECD Publishing. https://doi.org/10.1787/19cf08df-en
Park, J., Han, S. J., Kim, J., & Kim, W. (2021). Structural relationships among transformational leadership, affective organizational commitment, and job performance: The mediating role of employee engagement. European Journal of Training and Development, 46(9), 920–936. https://doi.org/10.1108/EJTD-10-2020-0149
Prediger, S., Götze, D., Holzäpfel, L., Rösken-Winter, B., & Selter, C. (2022). Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development. Frontiers in Education, 7, 969212. https://doi.org/10.3389/feduc.2022.969212
Prediger, S., & Selter, C. (2024). Establish shared visions and support productive adaptations on all levels: Aims, strategies, and architecture of a nationwide implementation program. Implementation and Replication Studies in Mathematics Education, 4(1), 1–35. https://doi.org/10.1163/26670127-bja10020
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. Doubleday.
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841
Siri, A., Supartha, I. W. G., Sukaatmadja, I. P. G., & Rahyuda, A. G. (2020). Does teacher competence and commitment improve teacher’s professionalism? Cogent Business & Management, 7(1), 1781993. https://doi.org/10.1080/23311975.2020.1781993
Swanson, R. A., & Holton, E. F. (2009). Foundations of human resource development (2nd ed.). Berrett-Koehler.
Trihapsari, C., Mujahidah, F., & Humairoh, N. (2021). Enhancement of the quality of human resources through training and development programs in schools. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 5(2), 145–153. https://doi.org/10.33650/al-tanzim.v5i2.2325
UNESCO. (2024). Global education monitoring report 2024/5: Leadership in education. UNESCO. https://www.unesco.org/gem-report/en/leadership
Wang, Y. (2025). Teacher development in an evolving online professional learning community. Teachers and Teaching. https://doi.org/10.1080/13540602.2023.2282485
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage.
Published
2026-08-11
How to Cite
A’yun, Q., Nurdiana, I., & Kawakip, A. N. (2026). Teacher Capacity Building through Curriculum–Student Affairs Integration: The IKRKT Model. GHAITSA : Islamic Education Journal , 7(2), 367-376. https://doi.org/10.62159/ghaitsa.v7i2.2751
Section
Articles
Copyright (c) 2026 Qurroti A’yun, Ilfi Nurdiana, Akhmad Nurul Kawakip
This work is licensed under a Creative Commons Attribution 4.0 International License.
