<![CDATA[The decline in the learning achievement of elementary school students in Indonesia is a serious challenge in the world of education, as reflected in the 2025 Education Report data. The phenomenon of schooling without learning shows that the presence of students in school does not guarantee meaningful understanding. This encourages the need for an in-depth study of the role of teachers as the main actors in the learning process. This study aims to describe in detail how teachers at SDN 1 Glempang carry out their strategic role in improving student achievement, both through classroom learning and coaching outside the classroom. The method used is a descriptive qualitative approach with data collection techniques through participatory observation, in-depth interviews, and documentation studies. Data analysis was carried out interactively through reduction, presentation, and triangulation-based conclusions. The research informants included classroom teachers, subject teachers, and principals. The results of the study show that teachers at SDN 1 Glempang play the role of facilitators, motivators, classroom managers, and coaches of students' potential. The strategies implemented include identifying and fostering student potential, providing motivation and strengthening of competitive mentality, collaboration between teachers and principals, and managing extracurricular programs as a forum for achievement. All of these practices are in line with the school's vision and mission, which is to form a generation that is faithful, intelligent, resilient, and globally competitive. From here, optimizing the role of teachers collaboratively and contextually is the key to improving student achievement in a sustainable manner. These findings are expected to be practical recommendations for the development of teacher professionalism and the strengthening of evidence-based education policies at the elementary school level.]]>
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