<![CDATA[This study aims to analyze the influence of elementary school principal leadership on the professional development of young teachers in Karawang Regency. The study is motivated by the large number of elementary schools and young teachers in Karawang Regency, which requires effective leadership strategies from school principals so that the regeneration of pedagogical and professional competence can run optimally. This study employed a quantitative associative approach involving 278 elementary school principals from 30 sub-districts as respondents. Data were collected through a questionnaire using a 4-point Likert scale (1 = strongly disagree, 4 = strongly agree) consisting of 12 indicators of the School Principal Leadership Strategy variable (X) and 12 indicators of the Young Teacher Professional Development variable (Y). Data were analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) with an iterative mode-A algorithm and bootstrapping for hypothesis testing. The results show that all indicators were valid and reliable (AVE X = 0.512; AVE Y = 0.511; Composite Reliability > 0.90), and that principal leadership had a positive and highly significant effect on the professional development of young teachers (β = 0.946; t = 135.41; p < 0.001), explaining 89.4% of its variance (R² = 0.894). These findings confirm that principal leadership strategies—particularly mentoring, delegation, and recognition—are the primary determinants of young teachers' professional development at the elementary school level.]]>
