<![CDATA[School autonomy is essential for enabling Vocational High Schools (SMKs) to respond to changing educational and labor-market demands. However, formal autonomy does not always translate into institutional flexibility and pedagogical innovation. This study analyzes principals’ transformational leadership strategies for strengthening school autonomy and creating conditions that support Deep Learning through meaningful, mindful, and joyful learning. A qualitative intrinsic case study design was employed, using semi-structured interviews, non-participant observations, and document analysis involving principals, vice principals, teachers, vocational program coordinators, and other relevant personnel. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal three interconnected strategies: (1) articulating an autonomy-oriented vision and reconstructing bureaucratic culture; (2) empowering teachers through participation, delegation, trust, and professional autonomy; and (3) expanding school autonomy through policy negotiation and external networking, particularly with education authorities and DUDI. These strategies created organizational conditions conducive to Deep Learning by supporting contextual and authentic learning, reflective engagement, and engaging and collaborative learning experiences. The study contributes to educational leadership scholarship by demonstrating how transformational leadership can translate formal school autonomy into organizational capacity that supports pedagogical transformation. Practically, the findings highlight distributed leadership, teacher empowerment, accountability, pedagogical flexibility, and strategic industry partnerships as important mechanisms for strengthening autonomous and responsive vocational education.]]>
