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bibo:abstract "This research aims to deeply examine human resource management transformation in enhancing the professionalism of educators. This research uses a qualitative research type with a case study approach. This research was conducted at Muhammadiyah 3 Yogyakarta High School by selecting 6 research subjects consisting of the Principal, Vise Principal for Curriculum, Vise Principal for Student Affairs, Vise Principal for Facilities and Infrastructure, and 2 teaching staff. The data collection techniques used are interviews, observation, and document study. The collected data was then analyzed using the Miles-Huberman theory approach, which consists of three stages: Data Condensation, Data Display, and Drawing Conclusions.\r\nBased on the research findings, it was discovered that the transformation of human resource management at SMA Muhammadiyah 3 Yogyakarta demonstrated success in comprehensively implementing the principles of Strategic Human Resource Management (SHRM) thru a phased process starting from (1) teacher needs planning, (2) layered and structured recruitment and selection, (3) holistic competency development, combining academic capacity, technological mastery, and the cultivation of Islamic values, (4) planned and continuous performance evaluation, (5) to a compensation system that is implemented systematically, transparently, and performance-based, in accordance with the vision of progressive Islamic educational da'wah, (6) as well as career development. The key success factors in this human resource management transformation are supported by four main dimensions, including: open and decentralized structural transformation, leveraging technology and digital tools in human resource management, creating a collaborative and productive work culture based on spiritual values, and developing structured and sustainable training programs.\r\nTherefore, this human resource management transformation impacts the improvement of teacher professionalism, which consists of four main competencies: (1) pedagogical competence, being able to master technology and AI in designing learning; (2) social competence, enhancing social and emotional relationship skills both internally and externally; (3) personality competence, cultivating a personality aligned with the goals of Islamic education and the principles of educator professionalism; and (4) professional competence, encouraging the continuous improvement of teacher professionalism across all dimensions of competence, impacting the quality of learning and student learning outcomes."^^xsd:string;
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