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All Journal IJORER : International Journal of Recent Educational Research
Ismi Afaidi, Markas
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Situational Leadership of School Principals: Strategies for Strengthening the Quality of Learning in Elementary Schools Lismeni, Cut Lismeni; Usman, Nasir; Rasyid, Suparta; Ismi Afaidi, Markas
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i6.1184

Abstract

Objective: This study aimed to analyze the application of situational leadership of elementary school principals in the archipelago to strengthen teacher professionalism and improve the quality of learning. This study focuses on the three main dimensions of situational leadership, namely diagnostic, adaptive, and professional strengthening, as reflective leadership models relevant to the context of education with limited resources. Method: This study used a descriptive qualitative approach involving three elementary schools in Simeulue Regency, Aceh Province, Indonesia. Data were collected through semi-structured interviews, participatory observations, and documentation studies, and then analyzed using the Miles, Huberman, and Saldaña interactive model, which included data reduction, data presentation, and conclusion drawing. The validity of the data was strengthened through the triangulation of sources and methods. Results: The results of the study show that school principals have diagnostic skills in recognizing teacher readiness through reflective, supervision, and open communication. The adaptive dimension is reflected in the principal’s flexibility in adjusting the leadership style from directing to delegating based on the teacher's level of competence. The dimension of professional strengthening can be seen through the role of school principals as mentors, facilitators, and motivators who foster collaboration and appreciation of teacher innovation. These three dimensions form a reflective leadership cycle that encourages the creation of a collaborative learning environment responsive to the context of island schools. Novelty: This model highlights that leadership effectiveness relies not only on the appropriateness of leadership style, but also on teachers’ contextual sensitivity, empathy, and sustained professional growth, forming a holistic and human-centered approach to educational leadership.
School Committee Empowerment Strategy in Improving the Image of Elementary Schools in Salang District, Simeulue Regency Muhammad Jasrian, Muhammad Jasrian; AR, Murniati; Usman, Nasir; Ismi Afaidi, Markas
IJORER : International Journal of Recent Educational Research Vol. 7 No. 5 (2026): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i5.1201

Abstract

Objective: This study aimed to analyse the empowerment strategy of school committees in improving the image of elementary schools in Salang District, Simeulue Regency. The main focus of the research includes three dimensions of empowerment: partnership, promotion, and solidarity, which synergistically shape public trust in basic education institutions. Methods: This study used a qualitative descriptive field approach with observation techniques, in-depth interviews, and documentation. The research informants consisted of three principals, three teachers, and three committee chairmen from three elementary schools who were purposively selected. The data were analysed through the stages of reduction, presentation, and verification using Miles and Huberman’s models, and their validity was tested through triangulation of sources and techniques. Results: The results of the study show a transformation of the relationship between the school and the committee from an administrative to a collaborative pattern of interaction. Equal partnerships strengthen communication, participation-based promotion improves the school's reputation, and social solidarity strengthens community support. The synergy of these three aspects contributes to the formation of a positive and sustainable school’s image. Novelty: This study makes a new contribution by affirming that school committee empowerment in the context of the archipelago region serves not only as an instrument of participation but also as a social strategy to build an image of community-based education through partnerships, digital promotion, and social solidarity.
Co-Authors Lismeni, Cut Lismeni Muhammad Jasrian, Muhammad Jasrian Murniati AR, Murniati Nasir Usman Rasyid, Suparta