School Principal Leadership in Managing and Developing Learning Communities
DOI:
https://doi.org/10.37680/scaffolding.v8i2.10553Keywords:
Educational Management, Learning Community, Professional Development, School Principal Leadership, Teacher CollaborationAbstract
This study aims to analyze and describe the role of school principal leadership in managing and developing learning communities at a junior high school in Kendal, Indonesia, particularly through the managerial functions of planning, organizing, actuating, and controlling. The study employed a descriptive qualitative approach using a single-site case study design conducted at SMP Negeri 3 Boja, Kendal Regency, Central Java. Participants were selected purposively and consisted of the school principal, teachers, and learning community coordinator. Data were collected through semi-structured interviews, observations, and documentation, including learning community programs, activity schedules, meeting records, supervision documents, evaluation reports, and activity photographs. Data were analyzed using the interactive model of Miles and Huberman, involving data reduction, data display, and conclusion drawing and verification. Data credibility was strengthened through triangulation by comparing information obtained from interviews, observations, and documentary evidence. The findings indicate that school principal leadership was implemented systematically through the integration of four managerial functions. Planning involved identifying teacher needs, developing programs, setting objectives, preparing facilities, and scheduling activities. Organizing included establishing structures, distributing responsibilities, appointing coordinators, and coordinating resources. Actuating was demonstrated through motivation, direction, mentoring, professional development, sharing of good practices, and appreciation. Controlling involves monitoring, academic supervision, evaluation, feedback, and follow-up. The integrated implementation of these functions strengthened teacher collaboration, professional development, instructional innovation, and learning quality while supporting the sustainability of the learning community.
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