<![CDATA[ABSTRACT This study analyzes the leadership practices of a male kindergarten principal and their contribution to improving educational quality through a comparative context in Central Lombok Regency. The study employed a qualitative comparative case study at TK Negeri 5 Praya Timur and TK Negeri 1 Praya Timur. Data were collected through in-depth interviews, observations, and documentation involving two school principals, four teachers, and one kindergarten supervisor, and were analyzed through data condensation, data display, verification, and cross-case analysis. The findings indicate that the male kindergarten principal’s leadership was characterized by a structured approach with a tendency toward centralized control and transactional practices, reflected in operational control, clear task division, discipline enforcement, administrative order, and relatively centralized decision-making while still allowing room for consultation. These practices contributed to organizational stability, administrative order, program continuity, and the regularity of learning activities, but were not yet optimal in supporting teachers’ professional development because teacher development and academic supervision remained largely situational. Comparative analysis shows that leadership contribution was not determined by gender, but rather by the ability to adjust management, participation, supervision, teacher development, and communication practices to school needs. These findings imply the need to strengthen integrative-adaptive leadership by combining managerial stability with professional development and a collaborative culture to support the improvement of early childhood education quality. ABSTRAK Penelitian ini menganalisis praktik kepemimpinan kepala TK laki-laki dan kontribusinya terhadap peningkatan mutu pendidikan dalam konteks komparatif di Kabupaten Lombok Tengah. Penelitian menggunakan studi kasus komparatif kualitatif pada TK Negeri 5 Praya Timur dan TK Negeri 1 Praya Timur. Data diperoleh melalui wawancara mendalam, observasi, dan dokumentasi dari dua kepala sekolah, empat guru, dan satu pengawas TK, kemudian dianalisis melalui kondensasi data, penyajian data, verifikasi, serta analisis lintas kasus. Temuan menunjukkan bahwa kepemimpinan kepala TK laki-laki memiliki karakter terstruktur dengan kecenderungan kontrol terpusat dan praktik transaksional yang diwujudkan melalui pengendalian operasional, pembagian tugas, penegakan disiplin, keteraturan administrasi, dan pengambilan keputusan yang relatif terpusat namun tetap memberikan ruang konsultasi. Praktik tersebut berkontribusi terhadap stabilitas organisasi, keteraturan administrasi, kesinambungan program, dan keberlangsungan pembelajaran, tetapi belum optimal dalam pengembangan profesional guru karena pembinaan dan supervisi akademik masih bersifat situasional. Analisis komparatif menunjukkan bahwa kontribusi kepemimpinan tidak ditentukan oleh jenis kelamin, melainkan oleh kemampuan menyesuaikan praktik pengelolaan, partisipasi, supervisi, pengembangan guru, dan komunikasi dengan kebutuhan sekolah. Temuan ini mengimplikasikan perlunya penguatan kepemimpinan integratif-adaptif yang memadukan stabilitas manajerial dengan pengembangan profesional dan budaya kolaboratif untuk mendukung peningkatan mutu PAUD.]]>
