Principal Leadership Strategy in Developing Teacher Professional Competence at SDN Tinggiran II.1, Barito Kuala Regency
DOI:
https://doi.org/10.55927/ijis.v5i6.43Keywords:
Instructional Leadership, Professional Competence, Teacher Development, Academic Supervision, School LeadershipAbstract
This study aims to analyze the principal's leadership strategies in developing teachers' professional competence at SDN Tinggiran II.1 Barito Kuala Regency. The research employed a qualitative descriptive approach. Data were collected through interviews, observations, and documentation involving the principal, teachers, and school supervisor selected purposively. Data analysis followed the interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that the principal implements leadership strategies through four main stages: planning teacher development programs, conducting coaching and training, implementing academic supervision, and carrying out evaluation and follow-up activities. The principal acts as an instructional leader by providing guidance, facilitation, motivation, and mentoring for teachers. Supporting factors include participatory leadership, collaborative school culture, high teacher motivation, and conducive working relationships. In contrast, inhibiting factors consist of limited facilities, budget constraints, unequal teacher competencies, and geographical challenges affecting access to professional development opportunities. Efforts to improve teachers' professional competence are undertaken through internal training, participation in Teacher Working Groups (KKG), academic supervision, mentoring, technology utilization, and collaborative learning culture. The study concludes that effective principal leadership significantly contributes to improving teachers' professional competence and educational quality
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