<![CDATA[The implementation of the School Literacy Movement (GLS) in primary schools with limited access often faces challenges such as low reading interest, limited book collections, and teacher operational constraints. This study aims to analyze the strategic roles of the principal and teachers in supporting GLS, identify obstacles, and formulate mitigation strategies at SD Negeri 010 Sei Simpang Dua. This descriptive qualitative study gathered data through in-depth interviews, participatory observations, and document analysis involving the Principal and Grade III Teacher. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model and validated through triangulation. The results indicate that: (1) The principal performs leadership functions as a leader (setting a 5–15 minute daily reading policy and demonstrating exemplary behavior), manager, supervisor, motivator, and facilitator (providing library facilities and reading corners); (2) Teachers act as reading role models, mentors for struggling readers, facilitators of illustrated storybooks, motivators, and potential developers through story-retelling activities; and (3) Challenges regarding reading ability gaps and book shortages are addressed via individual remedial tutoring, peer tutoring, and book collection rotation. Strong synergy between instructional leadership and classroom teaching practices is key to building a sustainable reading culture.]]>
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