Background/purpose: Kindergarten teacher competence in Indonesia continues to face significant disparities and structural challenges. To address this issue, multidimensional approaches to professional development are urgently required. This study aims to examine the effects of Management Development (MD), Emotional-Spiritual Quotient (ESQ), and Lesson Study (LS) on the pedagogical, professional, personality, and social competencies of kindergarten teachers. Materials/methods: A quantitative research design was applied using Structural Equation Modeling (SEM) via SmartPLS. The study involved a sample of 200 kindergarten teachers from various institutions. Participants were selected using purposive sampling based on their involvement in recent professional development programs. The research instrument consisted of a validated questionnaire measuring each latent variable on a four-point Likert scale. Data were analyzed using path analysis, R[[superscript 2], Q[superscript 2], f[superscript 2], and significance testing via SmartPLS 4. Results: Results revealed that ESQ significantly influences all four competence dimensions, whereas MD and LS showed varied effects across domains. The model demonstrated strong predictive power with high R[superscript 2] and Q[superscript 2] values across all competence areas. Conclusion: These findings suggest that an integrated development strategy involving ESQ, MD, and LS is both practical and essential for improving the quality of early childhood education in Indonesia.