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All Journal Tarbawi: Jurnal Keilmuan Manajemen Pendidikan
Achadi Budi Santosa
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Education

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Strategic Principal Leadership in Enhancing Teacher Performance: A Case Study of a Remote Plantation-Based Junior High School in Indonesia Nurlela Nurlela; Achadi Budi Santosa; Emmanuel Etim Uye
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 03 (2025): December 2025
Publisher : Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v11i03.11406

Abstract

This study aims to deeply explore the role of the principal in improving teacher performance by emphasising three main approaches: managerial, supervisory, and motivational. This study employed a qualitative case study approach. Data were collected through in-depth interviews with five teachers with more than ten years of work experience. Data were then verified through classroom observations and school document analysis to ensure the validity of the information. Data analysis was conducted using thematic techniques to identify patterns of the principal's role in daily practice. The results indicate that the principal strategically builds a conducive work environment, provides clear direction through academic supervision, and encourages teacher motivation with rewards and professional development opportunities. Collaboration between the principal and teachers has been shown to increase the effectiveness of the learning process and help schools achieve educational quality targets. This study concludes that effective principal leadership is a determining factor in successful teacher performance in remote areas. The implications of this study emphasise the importance of principal leadership competency development programs and provide input for formulating educational policies in areas with similar characteristics.
School Culture Management in Addressing Microaggressions: A Case Study from Indonesian Inclusive Education Ade Putra; Achadi Budi Santosa; Enung Hasanah
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 03 (2025): December 2025
Publisher : Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v11i03.11916

Abstract

This study analyzes school culture management strategies in tackling microaggressions to create a safe and inclusive learning environment. The study used a qualitative approach with a case study design at SD Muhammadiyah Danunegaran, Yogyakarta. Data were obtained through in-depth interviews, observations, and document analysis with informants of the principal, three classroom teachers, and one special assistant teacher. Then, the data were analyzed using thematic analysis techniques assisted by ATLAS.ti software. The results show that the strategies implemented include instilling and habituating values, strengthening school community involvement, strengthening and controlling social norms, providing personal approaches and support, and utilizing visual media. The main obstacles were teachers' limited competence in maintaining consistent role modeling and the negative influence of families that did not support inclusive values. Supporting factors included a strong religious culture and a homogeneous school social environment. Evaluations are conducted regularly and collaboratively to ensure program sustainability. This strategy has fostered empathy, cultivated positive habits, and created an inclusive learning climate. The sustainability of school culture management responsive to diversity requires improving teacher competence and strengthening synergy with families. Theoretically, this research contributes to the literature on school culture management in the context of inclusive education. These findings can be used as a reference for developing teacher competencies and school policies that support a diversity-friendly learning environment.
Co-Authors Ade Putra Emmanuel Etim Uye Enung Hasanah Nurlela Nurlela