Abstract
The purpose of this research is to find out how teachers develop themselves. This research was conducted in several educational institutions, namely Darmawanita Sengkerang Kindergarten in East Praya Sub-district, SDN 5 Praya in Praya Sub-district, SDN 2 Pendem in Janapria Sub-district, SMPN 1 Praya Barat Daya in Praya Barat Daya Sub-district, SMPN 1 Praya Tengah in Praya Tengah Sub-district and SMAN 1 Kopang in Kopang Sub-district. This research used a qualitative approach with a case study research method. Data collection used several techniques, namely observation, interview, and documentation. Data collection techniques included moderate participatory observation, semi-structured interviews, and documents. Data analysis was performed using the Miles and Huberman model data analysis technique. The results showed that the way the Central Lombok Regency batch 2 Teacher Movers (GP) develop themselves is by participating in education and training such as Implementing the Merdeka Curriculum (IKM), Teaching Practices (PP) batch 5 and batch 7, IT development such as google classroom, google form and google side, and in-service Teacher Professional Education (PPG). In terms of implementing their self-development at school, the Central Lombok Regency batch 2 Teacher Activator (GP) does various positive things such as exploring themselves in learning, implementing differentiated learning, making self-reflection notes, coaching, mobilising other teacher friends in advancing the school, managing school assets, developing the school's vision and mission, making class agreements, BOS treasurer, school operator, and P5 coordinator.