Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian
Mukhlisuddin Ilyas
Universitas Almuslim, Matang Glumpang Dua, Bireun

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
School Principal Leadership Strategies in Improving Educational Quality: Evidence from SMA Negeri 1 Geureudong Pase, North Aceh Regency Muslem Muslem; Mukhlisuddin Ilyas; Saiful Bahri
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 3 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research (in Progress)
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i3.485

Abstract

School leadership is widely accepted as being critically important for the quality of education, but there is a lack of empirical evidence on leadership practices in rural secondary schools, especially in geographically remote areas in developing countries. This qualitative single-case study investigates the strategic efforts of a rural public secondary school principal of SMA Negeri 1 Geureudong Pase to improve educational quality in the face of significant contextual constraints. Data were collected through semi-structured interviews with the principal, vice principals, teachers, school committee members, and administrative staff; classroom and school observations; and document analysis. Iterative thematic analysis was employed to reduce the data, code and categorize it, and triangulate across sources to establish credibility and trustworthiness. The results point to three interrelated approaches to leadership: transformational and visionary leadership that created a shared vision and culture of collaboration; instructional leadership operationalized through supervision, mentoring, and professional learning; and distributed, community-oriented leadership that increased capacity through teacher empowerment and stakeholder partnerships. Teacher commitment and community participation supported these strategies, despite the continued challenges of geographic isolation, limited facilities, and teacher shortages. The integrated approach resulted in improvements in teaching quality, student achievement, discipline, and stakeholders' trust. The study adds to the literature on contextual school leadership and has practical implications for leadership development and policy in remote educational environments.
Co-Authors Muslem Muslem Saiful Bahri