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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan
Rosalina Br Ginting
Universitas Persatuan Guru Republik Indonesia Semarang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Kepemimpinan Transformatif dan Partisipatif Kepala Sekolah dalam Menumbuhkan Literasi Siswa SD Negeri Beji 01: Transformative and Participatory Leadership of the Principal in Fostering Student Literacy at SD Negeri Beji 01 Ardhina Maya Nugraheni; Senowarsito Senowarsito; Rosalina Br Ginting
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9250

Abstract

School principals play a crucial role in implementing and overseeing literacy programs to ensure their success. While principals are highly motivated to foster a literacy culture, not all have systematic managerial strategies for developing students' literacy skills. This study aims to describe the principal's transformative and participatory leadership regarding: (1) planning; (2) organizing; (3) implementation; and (4) supervision in the context of fostering students' literacy skills. A descriptive qualitative approach was employed. The data included descriptions, perspectives, experiences, policies, and the principal's application of transformative and participatory leadership to enhance students' literacy skills. Data collection involved observation, interviews, and documentation at SD Negeri 01 Beji, East Ungaran District. Data analysis followed stages of data reduction, data presentation, and conclusion drawing, using triangulation techniques to ensure data validity. The results indicate that: (1) literacy program planning involved coordination meetings, budget preparation, goal setting, and problem identification; (2) organizing involved task allocation based on competence, delegation of authority, formation of management teams, and the drafting of job descriptions; (3) implementation was realized through pre-lesson reading activities, library visits, the LITERAKSI program, literacy corners, and reading walls; and (4) supervision was conducted through direct supervision, classroom visits, and school committee oversight.
Kepemimpinan Demokratis Kepala Sekolah dalam Pemanfaatan Ruang GTK untuk Mengembangkan Profesionalisme Guru SD Langensari 03: The Principal's Democratic Leadership in Utilizing the Staff and Teacher Room to Develop the Professionalism of Teachers at SD Langensari 03 Rina Ardani; Senowarsito Senowarsito; Rosalina Br Ginting
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9254

Abstract

This study is motivated by the importance of developing teacher professionalism in the digital era through the utilization of "Ruang GTK" as a platform for learning and teacher performance management. School principals play a strategic role in fostering teacher professionalism by employing democratic leadership that emphasizes participation, transparency, and collaboration. This study aims to describe and analyze the principal's democratic leadership in using Ruang GTK to develop teacher professionalism at SD Negeri Langensari 03, West Ungaran. The research focuses on the management functions of planning, organizing, implementation, and controlling. The study employed a qualitative approach with a descriptive research design. The research subjects consisted of the principal and teachers. Data collection techniques included interviews, observation, and documentation. Data analysis utilized an interactive model involving data reduction, data presentation, and conclusion drawing. The results indicate that the principal applies democratic leadership across all management functions. During the planning stage, the principal involves teachers in a participatory manner to formulate programs based on needs analysis and performance evaluations. In the organizing stage, the principal establishes working groups and assigns tasks according to teachers' competencies. During the implementation stage, teachers utilize Ruang GTK features—such as Continuous Learning, Career and Performance, and Learning Inspiration—to enhance their competencies both independently and collaboratively. In the controlling stage, the principal supervises, monitors, and provides continuous feedback. The study concludes that the principal's democratic leadership, facilitated by the use of Ruang GTK, effectively develops teacher professionalism in a systematic, participatory, and sustainable manner.
Co-Authors Ardhina Maya Nugraheni Rina Ardani Senowarsito Senowarsito