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All Journal JPAP (Jurnal Penelitian Administrasi Publik) (e-Journal) Jurnal Pendidikan (Teori dan Praktik) Sumatra Journal of Disaster, Geography and Geography Education Gondang: Jurnal Seni dan Budaya Edukasi Islami: Jurnal Pendidikan Islam Benchmarking: Jurnal Manajemen Pendidikan Islam International Journal of Educational Dynamics (IJEDS) Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Eduscience (JES) Community Development Journal: Jurnal Pengabdian Masyarakat Strukturasi: Jurnal Ilmiah Magister Administrasi Publik Academia Open Ideguru: Jurnal Karya Ilmiah Guru Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian Golden Ratio of Human Resource Management Journal of Educational Sciences Jurnal Sains Pertanian Jurnal Ekonomi dan Pembangunan JP (Jurnal Pendidikan) : Teori dan Praktik Journal of Pharmaceutical and Sciences. Riwayat: Educational Journal of History and Humanities Buletin Pengabdian Majority Science Journal Jurnal Teknik Sipil Ekonomika : Jurnal Ekonomi dan Pembangunan
Khairani, Cut
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Principal Leadership Practices in Strengthening Teacher Professionalism: Evidence from Primary Schools in Aceh Tamiang, Indonesia Buchari, Buchari; Siraj, Siraj; Khairani, Cut
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 3 (2025): September 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i3.2160

Abstract

This study examines how principal leadership practices strengthen teacher professionalism within the Guru Penggerak program in primary schools in Aceh Tamiang, Indonesia. Using a qualitative multi-case study design, data were collected from four schools through interviews, observations, and document analysis, and were analyzed using the Miles and Huberman interactive model. Findings show that principals enact integrated leadership practices strategic, instructional, transformational, and distributed to support teachers’ pedagogical, personal, social, and professional development. Strategic planning aligned professional development with school needs, while organizational structuring positioned Teacher Leaders as facilitators, mentors, and change agents. Instructional and transformational leadership practices, including coaching, supervision, and motivational support, contributed substantially to collaborative professionalism. Despite challenges such as limited infrastructure, teacher resistance, and administrative burdens, principals applied adaptive strategies such as flexible scheduling, simplified administration, and individualized mentoring. The study concludes that effective leadership is essential for cultivating extended professionalism among Teacher Leaders and provides actionable insights for strengthening the implementation of Indonesia’s educational reforms.
Managerial Competence of Principals and Its Impact on Teacher Work Motivation in Elementary Schools of Aceh Tamiang Khadijah, Khadijah; Marwan, Marwan; Khairani, Cut
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 6 No. 4 (2025): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v6i4.390

Abstract

Teacher motivation is a significant barrier for improving educational quality, especially in rural and resource-limited institutions. This study examines the impact of principals' managerial competence—executed through the functions of planning, organizing, actuating, and controlling (POAC)—on improving teacher work motivation in elementary schools. Data were gathered using a qualitative methodology through in-depth interviews, observations, and recording at five public elementary schools in Gugus III Ceding Ayu, Aceh Tamiang, Indonesia. The results indicate that adaptive managerial methods, defined by participatory planning, supportive supervision, transparent communication, and context-sensitive leadership, substantially enhance teachers' enthusiasm, commitment, consistency, and teamwork. Nonetheless, challenges persist about the uniformity of follow-up oversight and the fair allocation of responsibilities. This study theoretically extends the contextual application of the POAC framework in rural educational environments and practically provides a robust model of adaptive school management to enhance teacher involvement in underprivileged areas.
Principals Strategies for Merdeka Curriculum Implementation in Early Childhood Education: Strategi Kepala Sekolah dalam Implementasi Kurikulum Merdeka pada PAUD Kristina, Eva; Munawar, Munawar; Khairani, Cut; Siraj, Siraj; Najmuddin, Najmuddin ⁠
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13388

Abstract

General Background: The implementation of the Merdeka Curriculum in Early Childhood Education requires strategic leadership to support learning transformation. Specific Background: Variations in school readiness, human resource capacity, and local conditions present challenges in Aceh Tamiang Regency. Knowledge Gap: Previous studies have largely focused on primary and secondary education, with limited attention to principal strategies in early childhood education contexts. Aims: This study aims to analyze principals’ strategies in implementing the Merdeka Curriculum at the PAUD level based on Mintzberg’s strategic dimensions: plan, ploy, pattern, and perspective. Results: Using a qualitative multisite case study approach in three kindergartens, the findings reveal that principals align school vision with the Pancasila student profile, develop collaborative programs, empower teachers through training and mentoring, implement consistent monitoring and evaluation, and foster a child-centered learning culture. Novelty: This study extends the application of Mintzberg’s strategic framework to early childhood education leadership within the Merdeka Curriculum context. Implications: The findings provide a practical reference for principals and policymakers in designing contextual, collaborative, and sustainable leadership strategies to support curriculum implementation in early childhood education. HIGHLIGHTS • Alignment of institutional vision with national student character framework guides implementation• Teacher empowerment conducted through structured training and collaborative learning communities• Continuous evaluation and routine practices sustain child-centered learning environments KEYWORDS Principals Strategies; Merdeka Curriculum; Early Childhood Education; Educational Leadership; Curriculum Implementation
Co-Authors Aisyah Aisyah Alawiyah, Alawiyah Annisa, Dian Astinayanti, Astinayanti Bahtiar Bahtiar Buchari Buchari Carvina, Mona Erlina Erlina Faizah, Naela Mikyalul Fazlina, Yulia Dewi Feranida, Feranida Fina Meilinar Fitri , Khairani Fitriana Fitriana Fuady, Fuady Hakim Muttaqim Hariki Fitrah Helmi Helmi Iis Marsithah Ismayani, Lilis Khadijah Khadijah Khairani , Tetty Noverita Kristina, Eva Kumita, Kumita Lestari, Resi Lumbantoruan, Pandaraman Made Yudhi Setiani Mahan, Fitris Maihani, Syarifah Manfarizah Manfarizah Marlina, Marlina Marliza Marliza Marwan Marwan Maulita, Cut Eliza MUCHAMMAD FAIZIN Mufliah, Mufliah Muhammad Iqbal Muhammad Iqbal Muharamsyah, Rambang Muharramsyah , Rambang Muharramsyah, Rambang Munawar Munawar Muyassir Muyassir Najmuddin, Najmuddin ⁠ Natasya, Alfa Nurdinsyah, Nurdinsyah Putra, Iwansyah ` Rahlil, Muhammad Rahmi Novalita Raule, Jean Henry Riandi Marisa Rida Evalina Tarigan Sabiro, Dadang Saiful Bahri Seri Murni Siraj Siraj Siti Aisyah Sofyan M. Saleh Sonata, Eviana Sugiarto S Suhara, Afni Sumanti Sumanti, Sumanti Suspahariati, Suspahariati Virgo, Adrian Wahab, Ilyas A Wahyudi, Dedek Wati, Mutia Yacub, Andi Yadi Jufri Yulianti, Defri Zahriyanti, Zahriyanti