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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan Jurnal Prima Edukasia E-Dimas: Jurnal Pengabdian kepada Masyarakat Al Ishlah Jurnal Pendidikan MANAJERIAL Tarbawi : Jurnal Ilmu Pendidikan Jurnal Dinamika Manajemen Pendidikan (JDMP) Jurnal Eduscience (JES) Jurnal Pendidikan dan Kebudayaan Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Southeast Asian Journal of Technology and Science Eduvest - Journal of Universal Studies
Dwi Esti Andriani
Universitas Negeri Yogyakarta
Aerospace Engineering Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Energy Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Neuroscience Social Sciences Other

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Teacher Leadership in Indonesian Schools: Opportunities, Supports, and Barriers through the Driving Teacher Program Duwi Wahdany; Dwi Esti Andriani
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7551

Abstract

Teacher leadership is increasingly recognized as a catalyst for school improvement and educational reform. In Indonesia, the Driving Teacher Program (Program Guru Penggerak) was launched to foster teacher leadership through structured professional development. However, empirical insights into how such leadership is enacted and supported remain limited. This qualitative study employed a phenomenological approach to explore the lived experiences of nine alumni from the 5th and 7th cohorts of the Driving Teacher Program in Yogyakarta. Data were collected through semi-structured interviews and analyzed using thematic analysis following Braun and Clarke’s framework. The findings reveal three overarching themes: (1) Opportunities for leadership development include assuming formal roles, engaging in training, leading professional communities, sharing best practices, and participating in curriculum and research initiatives; (2) Key supports include principal encouragement, collegial collaboration, and a school culture conducive to innovation; and (3) Barriers include time constraints, communication challenges, peer resistance, workload, and seniority-based hierarchies. The study underscores the importance of systemic and contextual factors in shaping teacher leadership trajectories. It highlights the need for sustainable support structures, collaborative school cultures, and adaptive leadership roles. While the Driving Teacher Program provides a strong foundation, its impact depends on how leadership is interpreted and enacted at the school level.
Co-Authors Adnan Vateh Amanda, Della Putri Amrullah, Nazar Andini, Fauziah Arifin Arifin Baiquni Rahmat Bustomi, Abdulloh Cepi Safrudin Abdul Jabar Danang Dewantoro Devi Monita Kristyningsih Devi Monita Kristyningsih Dian Grace Puspita Diani Fitriana Susmita Dinar Tri Juliyanti Duwi Wahdany Heri Supriyana Idris, Muhammad Ridzuan Ikhwan, Muh. Saidil Imi Khuzaimi Irdayanti Mat Nashir Irdayanti Mat Nasir Ismail, Mohamad Amiruddin Ma’arof, Nurul Nazirah Imam Moh. Khairudin Mustiningsih Nashir, Irdayanti Mat Nunuk Hariyati Pandit Isbianti Raihan, Primus Devra Ria Annisa Rosa Dania Setya Raharja Slamet Lestari Sudiyatno Sudiyatno Suyud Suyud Suyud Suyud Suyud Suyud Suyud, Suyud Widiyan, Agung Purwa Yenita, Gusri Yusoff, Abdullah Zahro, Khamilatul