Hybrid Governance in Teacher Working Groups: Integrating POAC Management and Professional Learning Community for Teacher Competence Development

Abstract

Teacher professional competence is a central determinant of educational quality, yet the effectiveness of professional development initiatives depends significantly on how they are managed at the organizational level. While Teacher Working Groups function as collaborative professional communities in Indonesian elementary schools, limited research has examined their governance through an integrated management framework. This study addresses this gap by analyzing and comparing the management of two Teacher Working Groups within the same administrative region using the planning, organizing, actuating, and controlling framework. The objective of this research is to comprehensively examine how managerial functions are enacted in enhancing teachers’ professional competence and to identify constraints and solutions in their implementation. A qualitative comparative case study design was employed, adopting an interpretive approach. Data were collected through in-depth interviews, non-participant observations, and document analysis involving group leaders, active members, and relevant supervisors. Data were analyzed using an interactive model of condensation, display, and conclusion drawing, followed by cross-case comparison and pattern matching. The findings indicate that both groups implement the full managerial cycle; however, differences emerge in formalization, documentation systems, and evaluation rigor. Management practices are predominantly activity-oriented rather than outcome-oriented, with needs-based planning not consistently linked to measurable competency indicators and evaluation relying primarily on reflective discussion. Participation patterns are strongly influenced by leadership structuring and perceived practical relevance. The study demonstrates that procedural compliance does not guarantee performance-based accountability and proposes an integrative perspective emphasizing alignment among structured documentation, distributed leadership, contextual responsiveness, and measurable evaluation. Theoretically, this research advances the integration of classical management and professional learning community perspectives in grassroots governance. Practically, it underscores the necessity of outcome-based planning and institutionalized evaluation mechanisms to strengthen sustainable professional development.