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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Iman dan Spiritualitas
Nur Endah Sariningsih
Universitas Islam Nusantara, Bandung
Religion Humanities Education Social Sciences

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IMPLEMENTASI LEARNING LEADERSHIP KEPALA SEKOLAH BERBASIS COACHING UNTUK PENGEMBANGAN KINERJA GURU SEKOLAH DASAR STUDY KUALITATIF DESKRIPTIF PADA SDN PAMEUNGPEUK 3 Nur Endah Sariningsih; Sri Handayani; Eva Dianawati Wasliman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Process
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10689

Abstract

This study aims to analyze the implementation of the principal's learning leadership based on coaching in improving teacher performance at SDN Pameungpeuk 03, Bandung Regency. The focus of the research includes three main dimensions: defining the school mission, managing the instructional program, and promoting a positive school learning climate. Using a descriptive qualitative approach with a case study method, data were collected through in-depth interviews, participant observation, and documentation studies involving the principal and teachers. Data validity was ensured through source and technique triangulation. The results showed that the principal successfully transformed into a learning leader through the implementation of the GROW (Goal, Reality, Options, Will) coaching model. The dimension of defining the mission was carried out participatively, ensuring that the school's vision was internalized as a shared value. In instructional management, the supervision paradigm shifted from inspection to reality-based reflective assistance. A positive learning climate was created through an appreciation culture and professional learning communities that increased teacher self-efficacy. The innovation offered is the systemic integration of Hallinger’s framework and Knight’s coaching techniques to overcome digital competence gaps and infrastructure limitations. This study concludes that coaching-based learning leadership is an effective catalyst for sustainable teacher performance development in primary schools.
Transformational Principal Leadership and Teacher Performance in Elementary Schools Nur Endah Sariningsih; Deti Rostini
Jurnal Iman dan Spiritualitas Vol. 5 No. 4 (2025): Jurnal Iman dan Spiritualitas
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jis.v5i4.58600

Abstract

This research is based on the urgency of the principal's role as a strategic leader in encouraging improved teacher performance amidst increasingly high demands for quality education. Transformational leadership is considered an appropriate approach because it is oriented towards positive changes in teacher attitudes, motivation, and performance on an ongoing basis. However, in practice, there is still a gap between the ideal concept of transformational leadership and its implementation in the school environment. This study aims to examine the application of transformational leadership by principals in an effort to improve teacher performance, which includes the dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Furthermore, this study also identifies various obstacles that arise and the solutions implemented to overcome them. The study used a qualitative approach with descriptive methods in two elementary schools with different characteristics as multi-site research locations. Data were collected through observation, in-depth interviews, and documentation studies to obtain a comprehensive picture. The results show that principals apply transformational leadership contextually by maximizing its four dimensions, resulting in improved teacher performance and the formation of a conducive and collaborative work culture. However, its implementation still faces several obstacles, such as limited understanding of the concept of transformational leadership, high administrative burdens, varying levels of teacher motivation, and limited supporting facilities. To overcome these challenges, principals implement adaptive strategies through strengthening leadership competencies, effective time management, developing a culture of collaboration, and optimizing available resources. Thus, adaptive and contextual transformational leadership has been shown to contribute significantly to improving teacher performance.
Co-Authors Eva Dianawati Wasliman Rostini, Deti Sri Handayani