<![CDATA[This study aims to describe the management of school principals’ leadership in fostering teacher professionalism in kindergartens within Talang Kelapa District, focusing on the aspects of planning, implementation, and evaluation. The research employed a qualitative approach with data collected through in-depth interviews, observations, and documentation at five kindergartens: TK Islam Al-Ansor, TK Kartisa, TK Nurul Ilmi, TK Kartika II.38, and TK Tahfizh Aisyiyah. The results show that planning for teacher development is carried out systematically through a needs analysis and the preparation of annual programs. Implementation includes various activities such as training, supervision, mentoring, and workshops based on curriculum and Islamic values. Evaluation is conducted periodically through classroom observations, teacher performance assessments, and reflective practices. Each kindergarten demonstrates a distinct leadership style—participative, managerial, transformational, disciplinary, and spiritual—yet all share the same goal of enhancing teachers’ pedagogical, professional, social, and personal competencies. The study concludes that the effectiveness of teacher professionalism development is strongly influenced by the school principal’s leadership style, particularly when it is adaptive, collaborative, and focused on improving the quality of early childhood education.]]>
Copyrights © 2026
