<![CDATA[Objective: The implementation of the Merdeka Curriculum requires school principals to demonstrate leadership that is capable of driving educational change, enhancing teacher professionalism, and fostering a school culture that is adaptive to evolving educational policies. This study aimed to analyze the transformational leadership model of the principal in implementing the Merdeka Curriculum at SMA IT Imam Syafii 2 Pekanbaru. This study employed a descriptive evaluative qualitative approach. Data were collected through in-depth interviews, observations, and document analysis involving the principal, the vice principal for curriculum affairs, senior teachers, and teachers implementing the Merdeka Curriculum. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing and verification, while data credibility was ensured through source and technique triangulation. The findings indicate that the principal implemented transformational leadership through four dimensions, namely idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These leadership practices strengthened teachers’ commitment to curriculum implementation, encouraged instructional innovation through training, supervision, and digital technology integration, and provided individualized professional support based on teachers’ needs. Consequently, teachers demonstrated improved professionalism in developing teaching modules.]]>
