<![CDATA[This study aimed to describe the role of the principal in strengthening teachers’ pedagogical competence in implementing inclusive education at SD Negeri 010 Muara Wahau. The study was conducted from May to June 2026 using a qualitative approach with a descriptive case study design. The principal was purposively selected as the primary informant. Data were collected through in-depth interviews, observations, and documentation, and analyzed through data condensation, coding, categorization, theme development, and conclusion drawing and verification. The findings identified three main themes: strengthening the vision of inclusive schools and instructional direction; supporting adaptive teaching practices through teacher development and academic supervision; and facilitating collaboration to address limitations in inclusive education implementation. Key challenges included the absence of special education support teachers, limited access to formal inclusive education training, and inconsistent adaptation of assessment instruments. In response, the principal encouraged differentiated instruction, teacher collaboration, peer support under teacher supervision, parental involvement, visual and multisensory media, and pedagogical problem-solving through supervision. The study provides contextual insights into principal leadership in strengthening teachers’ pedagogical competence within a regular primary school implementing inclusive education under limited specialized resources. The findings are context-specific and do not establish a causal relationship.]]>
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