Transformational Leadership of School Principals in Building Professional Learning Communities
DOI:
https://doi.org/10.37680/scaffolding.v8i3.10772Keywords:
Collaboration, Principal Leadership, Professional Learning Community, Teacher Professional Learning, Transformational LeadershipAbstract
This study aims to analyze school principals’ transformational leadership practices in developing a Professional Learning Community (PLC) at SMP Negeri 3 Kawedanan and SMP Negeri 2 Lembeyan, Magetan Regency. The study employed a qualitative approach with a multi-site case study design. The data consisted of qualitative information, narratives, actions, interactions, experiences, and documents related to principals’ transformational leadership practices and PLC development. Data sources included school principals, teachers, PLC or learning community coordinators, and relevant documents on PLC implementation and teachers’ professional learning activities. Data were collected through semi-structured interviews, observations of leadership practices, PLC activities, teacher collaboration, and document analysis. Data were analyzed interactively through data condensation, data display, and conclusion drawing and verification, conducted within and across research sites. The findings indicate that principals’ transformational leadership practices were manifested through four dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Principals demonstrated role modeling through involvement in professional learning, fostered openness and trust, and encouraged shared commitment. Inspirational motivation was reflected in connecting PLC activities with student learning improvement and appreciating teachers’ initiatives. Intellectual stimulation was promoted through reflective questioning, opportunities to experiment with instructional approaches, and collaborative problem-solving. Individualized consideration was demonstrated through support tailored to teachers’ needs and competencies. PLCs provided spaces for sharing instructional practices, discussion, reflection, feedback, and collective problem-solving. Differences between the two schools indicate that time, workload, participation, trust, and organizational conditions influenced PLC development. Transformational leadership and sustained professional interaction are therefore important in fostering teachers’ professional learning and collaboration.
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