<![CDATA[This study aimed to describe the role of school principals in implementing the deep learning approach and identify the supporting and inhibiting factors at SDN 026 Penajam, Penajam Paser Utara Regency. This study employed a qualitative approach with a descriptive method. The subjects consisted of school principals, teachers, and students. Data were collected through in-depth interviews, observation, and documentation. Data analysis used the Miles and Huberman interactive model with validity tested through source and technique triangulation. The results showed that the roles of the school principal included instructional leader, facilitator, motivator, and academic supervisor. The principal encouraged teachers through learning communities (Kombel), In-House Training (IHT), and mentoring in utilizing the Ruang GTK. Supporting factors included the principal's commitment, availability of facilities and infrastructure, collaborative culture, and policy support. Inhibiting factors included limited technological skills of some teachers, varied understanding of the deep learning concept, and time constraints in learnin implementation. The conclusion indicates that the school principal's instructional leadership is highly strategic in the successful implementation of deep learning. Continuous capacity building for school principals and teachers is needed to ensure optimal implementation and impact on improving learning quality]]>
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