<![CDATA[School leadership is widely accepted as being critically important for the quality of education, but there is a lack of empirical evidence on leadership practices in rural secondary schools, especially in geographically remote areas in developing countries. This qualitative single-case study investigates the strategic efforts of a rural public secondary school principal of SMA Negeri 1 Geureudong Pase to improve educational quality in the face of significant contextual constraints. Data were collected through semi-structured interviews with the principal, vice principals, teachers, school committee members, and administrative staff; classroom and school observations; and document analysis. Iterative thematic analysis was employed to reduce the data, code and categorize it, and triangulate across sources to establish credibility and trustworthiness. The results point to three interrelated approaches to leadership: transformational and visionary leadership that created a shared vision and culture of collaboration; instructional leadership operationalized through supervision, mentoring, and professional learning; and distributed, community-oriented leadership that increased capacity through teacher empowerment and stakeholder partnerships. Teacher commitment and community participation supported these strategies, despite the continued challenges of geographic isolation, limited facilities, and teacher shortages. The integrated approach resulted in improvements in teaching quality, student achievement, discipline, and stakeholders' trust. The study adds to the literature on contextual school leadership and has practical implications for leadership development and policy in remote educational environments.]]>
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