<![CDATA[This study aims to analyze in depth the principal's instructional leadership strategies in fostering the professional and pedagogical competencies of Indonesian language teachers. The approach used is descriptive qualitative with a case study design. Data were collected through in-depth interviews with the principal and Indonesian language teachers, observations of learning activities and academic supervision, and documentation studies related to learning tools and teacher performance evaluation reports. Data analysis was carried out interactively through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the principal implemented several main strategies, namely: Implementation of Periodic Academic Supervision: Conducted clinically and collaboratively to identify teachers' pedagogical development needs in designing media and character-based learning methods. Facilitation of Continuing Professional Development (PKB): Involving Indonesian language teachers in Subject Teacher Conference (MGMP) activities, scientific writing training, and digital technology utilization workshops. Creation of a Collaborative Learning Culture: Encouraging the formation of a community of practice among educators to share teaching innovations and align curriculum understanding. This coaching has been proven to improve teachers' pedagogical abilities in managing interactive classes and strengthen their professional competence in mastering language structures and teaching materials. This study concludes that participatory and supportive instructional leadership of school principals is a key factor in optimizing the quality and professionalism of Indonesian language teachers.]]>
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