Aris Dianto. Evaluation of Teacher and School Principal Competency Development Policy Based on the CIPP (Context, Input, Process, and Product) Model in Assisted Schools of the Yayasan Bina Harati PAMA. Thesis, Graduate Program, Master of Pedagogy Study Program. Universitas Muhammadiyah Ponorogo.
Supervisor 1. Dr. Arief Rahman Yusuf, S.Pd., M.Pd. 2. Dr. Sigit Dwi Laksana, S.Pd.I., M.Pd.I.

Policies for developing teachers’ and principals’ competencies play a strategic role in improving educational quality; however, in practice, such policies are not always designed and implemented based on systematic needs assessment and evaluation. This study aims to evaluate the policy for teachers’ and principals’ competency development in schools under the supervision of the Bina Harati PAMA Foundation in Central Kalimantan using the CIPP (Context, Input, Process, Product) evaluation model. This research employed a qualitative approach with an evaluative case study design. Data were collected through in-depth interviews, participant observation, and document analysis involving teachers, principals, foundation managers, and external assessors from the Regional Education Quality Assurance Agency (BPMP). Data analysis was conducted interactively through data reduction, data display, and conclusion drawing, while data trustworthiness was ensured through triangulation and member checking. The findings indicate that the competency development policy has been implemented and is aligned with educational improvement goals; however, it still requires strengthening in needs-based planning, equitable distribution of inputs, systematic follow-up after training, and consistent use of evaluation results in policy decision-making. The CIPP-based evaluation provides a comprehensive understanding of the strengths and limitations of the policy and serves as a foundation for developing more contextual and sustainable competency development policies.

Keywords: policy evaluation, competency development, CIPP model.