Strategi Pembinaan oleh Kepala Sekolah untuk Meningkatkan Kinerja Guru di SDN Sungai Kitano 1

Khairunnisa, Khairunnisa
Ramadhan, Fitriyadi
Trisna, Trisna
Rini, Arisandi Tiya
Yuliansyah, Yuliansyah
Suriansyah, Ahmad
Purwanti, Ratna

Empiricism Journal
Vol. 6 No. 4: December 2025

Kinerja guru merupakan elemen penting dalam peningkatan mutu pembelajaran di sekolah dasar, namun dalam praktiknya masih menghadapi berbagai kendala. Hasil observasi awal dan wawancara menunjukkan keterbatasan inovasi pembelajaran, tingginya beban administrasi, serta beragamnya kesiapan guru dalam menerapkan pembelajaran aktif. Penelitian ini bertujuan untuk mendeskripsikan strategi pembinaan kepala sekolah dalam meningkatkan kinerja guru di SDN Sungai Kitano 1 serta perannya dalam mendukung penjaminan mutu kinerja guru. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan studi dokumentasi terhadap kepala sekolah dan guru yang terlibat langsung dalam kegiatan pembinaan. Analisis data dilakukan menggunakan model interaktif Miles, Huberman, dan Saldana dengan teknik triangulasi untuk menjaga keabsahan data. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan strategi pembinaan yang terencana, partisipatif, reflektif, dan berkelanjutan melalui supervisi akademik kolaboratif, mentoring, coaching, serta komunitas belajar guru. Strategi ini berdampak pada peningkatan kinerja guru dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran, serta meningkatkan motivasi dan keterbukaan guru terhadap refleksi praktik mengajar. Selain itu, pembinaan yang konsisten mendukung terbentuknya mekanisme penjaminan mutu kinerja guru melalui monitoring, evaluasi reflektif, dan tindak lanjut pembinaan. Coaching Strategy by the Principal to Improve Teacher Performance at SDN Sungai Kitano 1 Abstract Teacher performance is a crucial element in improving the quality of learning in elementary schools; however, in practice, it still faces various challenges. Initial observations and interviews revealed limited innovation in learning practices, a high administrative workload, and varying levels of teacher readiness in implementing active learning. This study aims to describe the coaching strategies implemented by the school principal to improve teacher performance at SDN Sungai Kitano 1 and their role in supporting the quality assurance of teacher performance. This research employs a qualitative approach using a case study design. Data were collected through semi-structured interviews, observations, and documentation studies involving the school principal and teachers directly engaged in coaching activities. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldana, with triangulation techniques applied to ensure data validity. The findings indicate that the principal implemented planned, participatory, reflective, and sustainable coaching strategies through collaborative academic supervision, mentoring, coaching, and teacher learning communities. These strategies positively impacted teacher performance in lesson planning, implementation, and evaluation, while also increasing teacher motivation and openness to reflecting on teaching practices. Furthermore, consistent coaching supported the establishment of teacher performance quality assurance mechanisms through monitoring, reflective evaluation, and follow-up coaching actions.