<![CDATA[Teacher professionalism is not only related to individual competence but is also supported by leadership practices within the school. Transactional leadership is important to examine because it concerns work expectations, supervision, rewards, and corrective actions in teachers’ duties. This study aimed to analyze the transactional leadership practices of the principal in relation to teacher professionalism at SMP Negeri 3 Sungai Ambawang. The study employed a qualitative approach with a case study design to gain an in-depth understanding of transactional leadership practices in the school context. Informants consisted of the principal, two vice principals, and five teachers selected purposively based on their involvement and relevance to the research focus. Data were collected through semi-structured interviews, observation, and documentation, and were analyzed interactively through data reduction, manual coding, data display, and conclusion drawing and verification. Data validity was established through source triangulation involving informants and methodological triangulation by integrating interview findings with evidence from observations and documentation. The findings showed that transactional leadership was manifested through motivation, supervision, rewards, and sanctions. These practices were reinforced through communication, role modeling, guidance, appreciation, monitoring, and gradual corrective actions. The findings indicate that transactional leadership in the school context does not rely solely on rewards and sanctions but also on teacher guidance and involvement. The implication is that transactional leadership needs to be implemented contextually through clear responsibilities, monitoring, appreciation, corrective actions, communication, and guidance.]]>
