Principal Visionary Leadership in Learning-Quality Improvement at SD Negeri Baros 1, Ketanggungan: A Qualitative Case Study
DOI:
https://doi.org/10.37680/qalamuna.v18i2.10648Keywords:
Academic Supervision, Learning Quality, principal, school culture, visionary leadershipAbstract
This qualitative case study examines how the principal's visionary leadership was enacted in relation to learning-quality improvement at SD Negeri Baros 1, Ketanggungan, Brebes. Data were drawn from semi-structured interviews, direct observations, and school documents and analyzed through data condensation, data display, and conclusion drawing, supported by source and technique triangulation. The findings show that the school vision was formulated from an internal diagnosis and stakeholder deliberation, then translated into programs through repeated communication, teacher professional learning, role distribution, instructional experimentation, and academic supervision. Evaluation through classroom visits, semester and annual reviews, reflection, and follow-up helped maintain alignment between school priorities and instructional practice. The strongest evidence concerns changes in lesson planning, support for active learning, assessment follow-up, and a school culture of literacy, discipline, and collaboration; the study does not claim measured gains in student achievement. The study suggests that visionary leadership supported improvement when the vision functioned as a coordinating reference linking shared direction, teacher enactment, instructional support, and evidence-informed follow-up.
References
Adhikary, S. (2021). Exploring school principle’s practices in developing teacher leaders in their school. Social Sciences & Humanities Open, 4(1), 100189. https://doi.org/10.1016/j.ssaho.2021.100189
Ardianti, Y., & Amalia, N. (2022). Kurikulum Merdeka: Pemaknaan Merdeka dalam Perencanaan Pembelajaran di Sekolah Dasar. Jurnal Penelitian Dan Pengembangan Pendidikan, 6(3), 399–407. https://doi.org/10.23887/jppp.v6i3.55749
Ateş, N. Y., Tarakci, M., Porck, J. P., van Knippenberg, D., & Groenen, P. J. F. (2020). The Dark Side of Visionary Leadership in Strategy Implementation: Strategic Alignment, Strategic Consensus, and Commitment. Journal of Management, 46(5), 637–665. https://doi.org/10.1177/0149206318811567
Bellibaş, M. Ş., & Gümüş, S. (2023). The effect of learning-centred leadership and teacher trust on teacher professional learning: Evidence from a centralised education system. Professional Development in Education, 49(5), 925–937. https://doi.org/10.1080/19415257.2021.1879234
Braseth, E. A. (2021). Principals’ Leadership of Mathematics Teachers’ Professional Development. Frontiers in Education, 6, 697231. https://doi.org/10.3389/feduc.2021.697231
Bush, T. (2020). Theories of educational leadership and management (5th ed.).
Campbell, P., Chaseling, M., Boyd, W., & Shipway, B. (2019). The effective instructional leader. Professional Development in Education, 45(2), 276–290. https://doi.org/10.1080/19415257.2018.1465448
Daga, A. T. (2021). Makna Merdeka Belajar dan Penguatan Peran Guru di Sekolah Dasar. Jurnal Educatio FKIP UNMA, 7(3), 1075–1090. https://doi.org/10.31949/educatio.v7i3.1279
Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational Research Review, 27, 110–125. https://doi.org/10.1016/j.edurev.2019.02.003
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Devia Kartika, & Hezy Kurnia. (2022). Penerapan E-Learning Sebagai Media Pembelajaran Dalam Menghadapi Pamdemi Covid 19. J-COSCIS : Journal of Computer Science Community Service, 2(1), 15–24. https://doi.org/10.31849/jcoscis.v2i1.7773
Dutta, V., & Sahney, S. (2022). Relation of principal instructional leadership, school climate, teacher job performance and student achievement. Journal of Educational Administration, 60(2), 148–166. https://doi.org/10.1108/JEA-01-2021-0010
Elkington, R., van der S., M., Glick-Smith, L., J., & Breen, J. M. (2017). Visionary Leadership in a Turbulent World (R. Elkington, M. Van Der Steege, J. Glick-Smith, & J. M. Breen (eds.)). Emerald Publishing Limited. https://doi.org/10.1108/9781787142428
Fathih, M. A., Supriyatno, T., & Amin Nur, M. (2021). Visionary Leadership of The Head of Diniyah Madrasah in Improving The Quality Santri. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 6(3), 513–525. https://doi.org/10.31538/ndh.v6i3.1527
Gemnafle, M., & Batlolona, J. R. (2021). Manajemen Pembelajaran. Jurnal Pendidikan Profesi Guru Indonesia (JPPGI), 1(1), 28–42. https://doi.org/10.30598/jppgivol1issue1page28-42
González-Falcón, I., García-Rodríguez, M. P., Gómez-Hurtado, I., & Carrasco-Macías, M. J. (2020). The importance of principal leadership and context for school success: Insights from “(in)visible school.” School Leadership & Management, 40(4), 248–265. https://doi.org/10.1080/13632434.2019.1612355
Gümüş, S., Bellibaş, M. Ş., Esen, M., & Gümüş, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership, 46(1), 25–48. https://doi.org/10.1177/1741143216659296
Hallinger, P., Liu, S., & Piyaman, P. (2019). Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand. Compare: A Journal of Comparative and International Education, 49(3), 341–357. https://doi.org/10.1080/03057925.2017.1407237
Hanafi, A. M., & Minsih, Nf. (2022). Asesmen Kompetensi Minimum Sebagai Transformasi Pendidikan di Sekolah Dasar. Kwangsan: Jurnal Teknologi Pendidikan, 10(2), 204. https://doi.org/10.31800/jtp.kw.v10n2.p204--220
Hattie, J. (2019). Visible learning: Feedback. Routledge.
Ismail, H. N., Kertechian, K. S., & Blaique, L. (2023). Visionary leadership, organizational trust, organizational pride, and organizational citizenship behaviour: a sequential mediation model. Human Resource Development International, 26(3), 264–291. https://doi.org/10.1080/13678868.2022.2108993
Karacabey, M. F., Bellibaş, M. Ş., & Adams, D. (2022). Principal leadership and teacher professional learning in Turkish schools: Examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 48(2), 253–272. https://doi.org/10.1080/03055698.2020.1749835
Kılınç, A. Ç., Bellibaş, M. Ş., & Polatcan, M. (2022). Learning-centred leadership and change in teacher practice in Turkey: Exploring the mediating effects of collaboration. Educational Studies, 48(6), 790–808. https://doi.org/10.1080/03055698.2020.1828833
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Liljenberg, M. (2021). A professional development practice to enhance principals’ instructional leadership – enabling and constraining arrangements. Journal of Professional Capital and Community, 6(4), 354–366. https://doi.org/10.1108/JPCC-12-2020-0102
Liu, S., & Hallinger, P. (2018). Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model. Educational Administration Quarterly, 54(4), 501–528. https://doi.org/10.1177/0013161X18769048
Mardhiyah, R. H., Aldriani, S. N. F., Chitta, F., & Zulfikar, M. A. (2021). Pentingnya keterampilan belajar di abad 21 sebagai tuntutan dalam pengembangan sumber daya manusia. Lectura: Jurnal Pendidikan, 12(1). https://doi.org/10.31849/lectura.v12i1.5813
Mascareño, J., Rietzschel, E., & Wisse, B. (2020). Envisioning innovation: Does visionary leadership engender team innovative performance through goal alignment? Creativity and Innovation Management, 29(1), 33–48. https://doi.org/10.1111/caim.12341
Mulyasa, E. (2021). Manajemen dan kepemimpinan kepala sekolah.
Nguyen, D., & Ng, D. (2020). Teacher collaboration for change: Sharing, improving, and spreading. Professional Development in Education, 46(4), 638–651. https://doi.org/10.1080/19415257.2020.1787206
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Roudhoh, Fachruddin, A., Hidayati, S., Astuti, R. N., & Murni, W. (2026). The Influence of Teachers’ Resilience and Digital Competence on the Effectiveness of Digital Learning Media in Elementary Schools. BASICA, 5(2), 23–37. https://doi.org/10.37680/basica.v5i2.9230
Sebastian, J., Allensworth, E., Wiedermann, W., Hochbein, C., & Cunningham, M. (2019). Principal leadership and school performance: An examination of instructional leadership and organizational management. Leadership and Policy in Schools, 18(4), 591–613. https://doi.org/10.1080/15700763.2018.1513151
Sebastian, J., Huang, H., & Allensworth, E. (2017). Examining integrated leadership systems in high schools: Connecting principal and teacher leadership to organizational processes and student outcomes. School Effectiveness and School Improvement, 28(3), 463–488. https://doi.org/10.1080/09243453.2017.1319392
Talebizadeh, S. M., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2021). Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior. Studies in Educational Evaluation, 68, 100970. https://doi.org/10.1016/j.stueduc.2020.100970
van der Voet, J., & Steijn, B. (2021). Team innovation through collaboration: how visionary leadership spurs innovation via team cohesion. Public Management Review, 23(9), 1275–1294. https://doi.org/10.1080/14719037.2020.1743344
Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171. https://doi.org/10.3102/0034654316653478
Wu, H., Gao, X., & Shen, J. (2020). Principal leadership effects on student achievement: A multilevel analysis using Programme for International Student Assessment 2015 data. Educational Studies, 46(3), 316–336. https://doi.org/10.1080/03055698.2019.1584853
Wu, H., & Shen, J. (2022). The association between principal leadership and student achievement: A multivariate meta-meta-analysis. Educational Research Review, 35, 100423. https://doi.org/10.1016/j.edurev.2021.100423
Zhou, L., Zhao, S., Tian, F., Zhang, X., & Chen, S. (2018). Visionary leadership and employee creativity in China. International Journal of Manpower, 39(1), 93–105. https://doi.org/10.1108/IJM-04-2016-0092
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Melia Kurniawati, Nurkolis Nurkolis, Nur Khoiri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who submit manuscript retain its copyright and grant publisher right of first publication licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0) that allows others to access (search, read, download, and cite), share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon any material) the work for any lawful purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Qalamuna: Jurnal Pendidikan, Sosial, dan Agama.
