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All Journal Ideguru: Jurnal Karya Ilmiah Guru
Istiarsyah Istiarsyah
Universitas Muhammadiyah Mahakarya Aceh, Bireuen, Aceh
Education Other

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Principal Leadership Practices in Strengthening Teacher Professionalism: Evidence from Primary Schools in Aceh Tamiang, Indonesia Buchari Buchari; Siraj Siraj; Cut Khairani; Istiarsyah Istiarsyah
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 3 (2025): September 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i3.2160

Abstract

This study examines how principal leadership practices strengthen teacher professionalism within the Guru Penggerak program in primary schools in Aceh Tamiang, Indonesia. Using a qualitative multi-case study design, data were collected from four schools through interviews, observations, and document analysis, and were analyzed using the Miles and Huberman interactive model. Findings show that principals enact integrated leadership practices strategic, instructional, transformational, and distributed to support teachers’ pedagogical, personal, social, and professional development. Strategic planning aligned professional development with school needs, while organizational structuring positioned Teacher Leaders as facilitators, mentors, and change agents. Instructional and transformational leadership practices, including coaching, supervision, and motivational support, contributed substantially to collaborative professionalism. Despite challenges such as limited infrastructure, teacher resistance, and administrative burdens, principals applied adaptive strategies such as flexible scheduling, simplified administration, and individualized mentoring. The study concludes that effective leadership is essential for cultivating extended professionalism among Teacher Leaders and provides actionable insights for strengthening the implementation of Indonesia’s educational reforms.
Challenges and Strategies in Managing Inclusive Education for Children with Special Needs in Primary Islamic Schools Ratna Sari; Nurlaila Nurlaila; Istiarsyah Istiarsyah
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 3 (2025): September 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i3.2328

Abstract

This study aims to examine the challenges and strategies in managing inclusive education for children with special needs in primary Islamic schools through a thematic literature review. Using a thematic synthesis approach, this study systematically reviewed and analyzed relevant national and international peer-reviewed literature focusing on inclusive education, school management, and Islamic education contexts. The analysis identified five interrelated themes: teacher capacity and pedagogical readiness, institutional readiness and school management, curriculum and instructional adaptation, resource availability and support systems, and values-based and collaborative strategies. The findings indicate that challenges in inclusive education are systemic rather than isolated, requiring coordinated management responses rather than fragmented interventions. Importantly, the review highlights those Islamic values such as justice (‘adl), compassion (rahmah), and collective responsibility serve as ethical foundations that can strengthen leadership commitment and sustain inclusive practices. Based on these findings, this study proposes a Holistic Management Framework for Inclusive Education in Primary Islamic Schools, which integrates pedagogical, institutional, managerial, and ethical dimensions. The study contributes to inclusive education literature by offering a contextually grounded framework that supports the effective and sustainable management of inclusive education in faith-based primary schooling.
Co-Authors Buchari Buchari Cut Khairani Nurlaila Nurlaila Ratna Sari Siraj Siraj