Pedagogical Leadership of the Principal at SMP Negeri 1 Banggai and SMP Negeri Satap Tolokibit
Article Sidebar
Page Numbers:
206-227
Digital Object Identifier:
10.58578/ijecs.v4i2.9242
Viewed: 112 times
Downloaded: 60 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Marto Potimbang1*, Arifin Suking2, Zulystiawati Zulystiawati3
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Schools with complete facilities and those with limited resources face distinct challenges in implementing pedagogical leadership, thereby requiring adaptive and context-sensitive strategies. This study aims to analyze the principal’s pedagogical leadership in: (1) developing teachers’ pedagogical competence, (2) improving teachers’ professional competence, and (3) building a culture of teacher learning. The research was conducted at SMP Negeri 1 Banggai and SMP Negeri Satap Tolokibit using a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and analyzed using a comparative analysis model. The findings reveal that pedagogical leadership in both schools contributes to strengthening teachers’ confidence in managing learning, encouraging greater reflectiveness, and fostering openness to instructional improvement. Although the principals in both schools share similar orientations and goals, their leadership is enacted through different strategies shaped by each school’s context. In addition, principal leadership plays a strategic role in enhancing teachers’ professional competence by reinforcing motivation, supporting contextual continuing professional development, and promoting collective learning. The study further shows that the principals’ pedagogical leadership successfully cultivates a culture of teacher learning through different yet complementary strategies aligned with the characteristics and conditions of each school. These findings underscore that effective pedagogical leadership is not uniform in practice but must be contextually adapted to strengthen teacher competence and sustain a culture of professional learning across diverse school settings.
Citation Metrics:
Downloads
Citation Metrics & Similar Scopus Articles
-
Cintra W. (2027)On the asymptotic behavior of the principal eigenvalue of a local-nonlocal diffusion equationNonlinear Analysis Real World Applications, 93
-
Yao Z. (2027)A novel urinary metabolic signature for the non-invasive screening of lupus nephritis in systemic lupus erythematosusClinica Chimica Acta, 593
-
Li Z. (2027)Rapid characterization of ash properties on heating surfaces in MSWI based on FTIR and gradient boosting modelsFuel, 429
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Abera, M., Zeleke, B., Kebede, M., & Hailu, T. (2026). Relationship between instructional leadership styles of principals and teachers’ commitment in government secondary schools of East Hararghe Zone, Oromia National Regional State, Ethiopia [Preprint]. Research Square. https://doi.org/10.21203/rs.3.rs-8378856/v1
Asmara, A., Ramadianti, W., & Raflesia, R. (2023). Kepemimpinan Pedagogi. CV. Edupedia Publisher. https://repository.umb.ac.id/29/1/Kepemimpinan%20Pedagogi.pdf
Bass, B. M., & Riggio, R. E. (2010). The transformational model of leadership. In G. R. Hickman (Ed.), Leading organizations: Perspectives for a new era (2nd ed., pp. 76–86). SAGE.
Boeskens, L., Nusche, D., & Yurita, M. (2020). Policies to support teachers’ continuing professional learning: A conceptual framework and mapping of OECD data (OECD Education Working Papers No. 235). OECD Publishing. https://doi.org/10.1787/247b7c4d-en
Bush, T. (2007). Educational leadership and management: Theory, policy, and practice. South African Journal of Education, 27(3), 391–406. https://wrap.warwick.ac.uk/id/eprint/426/
Cahyana, C., & Agustin, M. (2024). Kompetensi Pedagogik Guru Kelas: Perencanaan, Penerapan dan Evaluasi dalam Pembelajaran. Edukatif: Jurnal Ilmu Pendidikan, 6(1), 844–851. https://doi.org/10.31004/edukatif.v6i1.5962
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
Day, C., & Gurr, D. (2024). Researching successful school leadership: Working with complexity. In C. Day & D. Gurr (Eds.), How successful schools are more than effective: Principals who build and sustain teacher and student wellbeing and achievement (pp. 1–19). Springer. https://doi.org/10.1007/978-3-031-62735-4_1
Fonsén, E., & Lahtero, T. (2024). The theory of pedagogical leadership: Enhancing high-quality education. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in educational contexts in Finland (pp. 159–177). Springer. https://doi.org/10.1007/978-3-031-37604-7_8
Fullan, M. (2014). Leadership: Maximizing impact. https://michaelfullan.ca/wp-content/uploads/2016/06/14_Spring_Maximizing-Impact-Handout.compressed.pdf
Fullan, M. (2020). The nature of leadership is changing. European Journal of Education, 55(2), 139–142. https://doi.org/10.1111/ejed.12388
Hargreaves, A. (2021). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. In C. Day (Ed.), Policy, teacher education and the quality of teachers and teaching (pp. 103–121). Routledge. https://doi.org/10.4324/9781003141907-8
Harris, A., & Jones, M. (2019). Teacher leadership and educational change. School Leadership & Management, 39(2), 123–126. https://doi.org/10.1080/13632434.2019.1574964
He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 63. https://doi.org/10.1186/s40862-024-00290-0
Huberman, A. M., & Miles, M. B. (Eds.). (2002). The qualitative researcher’s companion. SAGE. https://methods.sagepub.com/book/edvol/the-qualitative-researchers-companion/toc
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Nguyen, N. (2021). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. The Learning Organization, 28(3), 321–323. https://doi.org/10.1108/TLO-04-2021-266
Olmo-Extremera, M., Domingo Segovia, J., Khalil, M., & De La Hoz Ruíz, J. (2025). Professional learning communities in secondary schools and improvement of learning in challenging contexts. Frontiers in Education, 10, Article 1598133. https://doi.org/10.3389/feduc.2025.1598133
Pietsch, M., Aydin, B., & Gümüş, S. (2025). Putting the instructional leadership–student achievement relation in context: A meta-analytical big data study across cultures and time. Educational Evaluation and Policy Analysis, 47(1), 29–64. https://doi.org/10.3102/01623737231197434
Resthiana, N., Habibi, B., & Mulyono, T. (2025). Peran Kepemimpinan Kepala Sekolah Berbasis Guru Penggerak dalam Meningkatkan Mutu Pendidikan di Kawasan Terpencil. Pedagogik Journal of Islamic Elementary School, 8(2), 494–508. https://doi.org/10.24256/pijies.v8i2.7286
Robinson, V. (2017). Reduce change to increase improvement. Corwin. https://www.corwin.com/books/reduce-change-249122
Schein, E. H. (2010). Organizational culture and leadership (4th ed.). Jossey-Bass.
Urick, A. M., Ford, T. G., Page Wilson, A. S., & Consuegra, E. (2022). How does instructional leadership influence opportunity to learn in mathematics? A comparative study of pathways for grade 4 students in the U.S. and Belgium. Research in Comparative and International Education, 17(3), 372–398. https://doi.org/10.1177/17454999221086360
Walker, A., & Hallinger, P. (2015). A synthesis of reviews of research on principal leadership in East Asia. Journal of Educational Administration, 53(4), 554–570. https://doi.org/10.1108/JEA-05-2015-0038
Windlinger, R., Warwas, J., & Hostettler, U. (2020). Dual effects of transformational leadership on teacher efficacy in close and distant leadership situations. School Leadership & Management, 40(1), 64–87. https://doi.org/10.1080/13632434.2019.1585339
Wisnurat, Y., & Wasliman, I. (2025). Learning community management in developing a culture of teacher collaboration in the learning process. Journal of Innovation and Research in Primary Education, 4(4), 2472–2480. https://doi.org/10.56916/jirpe.v4i4.2166
Wuni, I. G. (2026). Kepemimpinan Adaptif Kepala Sekolah terhadap Dinamika Kebijakan Kurikulum Merdeka Belajar. Jurnal Ilmu Pendidikan dan Psikologi, 1(1), 19–29. https://ojs.submit-jurnal.com/index.php/jipp/article/view/13
Zepeda, S. J. (2012). Instructional supervision: Applying tools and concepts (3rd ed.). Routledge. https://doi.org/10.4324/9781315855523