<![CDATA[This qualitative case study examines how the principal's visionary leadership was enacted in relation to learning-quality improvement at SD Negeri Baros 1, Ketanggungan, Brebes. Data were drawn from semi-structured interviews, direct observations, and school documents and analyzed through data condensation, data display, and conclusion drawing, supported by source and technique triangulation. The findings show that the school vision was formulated from an internal diagnosis and stakeholder deliberation, then translated into programs through repeated communication, teacher professional learning, role distribution, instructional experimentation, and academic supervision. Evaluation through classroom visits, semester and annual reviews, reflection, and follow-up helped maintain alignment between school priorities and instructional practice. The strongest evidence concerns changes in lesson planning, support for active learning, assessment follow-up, and a school culture of literacy, discipline, and collaboration; the study does not claim measured gains in student achievement. The study suggests that visionary leadership supported improvement when the vision functioned as a coordinating reference linking shared direction, teacher enactment, instructional support, and evidence-informed follow-up.]]>
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