Transformational leadership of principals in learning communities, as an effort to improve teacher professionalism competencies
Teacher professionalism competencies
Abstract
This study investigates the transformational leadership role of school principals in forming learning communities and improving teacher competencies at Senior High School. This research uses qualitative research methods with data collection tools like interviews, observations, and documentation. Four main aspects of transformational leadership, namely Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration, are the focus of research. The results showed that the headmaster of this school plays a central role in motivating teachers to continuously improve their competence through the learning community. Transformational leadership creates an environment that supports teacher growth and development by providing examples, motivation, intellectual stimulation, and personal attention. This has a positive impact on morale, teaching quality, and the relationship between principals and teachers. Thus, transformational leadership and learning communities play a key role in improving the quality of education at Senior High School. This research provides useful insights for stakeholders in education to understand how transformational leadership can support teacher competency development.Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
