The Implementation of Visionary Leadership by the Principal in Efforts to Improve Teacher Professionalism and Education Quality at SDN Gambut 4

Abstract

This study aims to examine the implementation of visionary leadership by the principal in improving the quality of education at SDN Gambut 4. The research is motivated by the crucial role of the principal as an educational leader capable of facing challenges of change, technological developments, and demands for improving the quality of education in the modern era. Visionary leadership is regarded as an effective approach to guiding schools toward sustainable transformation through the formulation of a clear vision, strategic planning, and the involvement of the entire school community in achieving educational goals. This study uses a qualitative approach with a single case study design to gain a deep understanding of the practice of visionary leadership by the principal in the real context of elementary schools. The research subjects consist of the principal as the main informant and teachers and educational staff as supporting informants. Data collection techniques were carried out through in-depth interviews, participatory observation, and document studies. Data analysis uses an interactive model, including data reduction, data presentation, and conclusion drawing. Data validity is ensured through source triangulation, technique triangulation, and member checking. The results of the study show that visionary leadership by the principal is implemented through the formulation and internalization of the school’s vision, needs-based strategic planning, improving teacher professionalism through supervision and training, the application of participatory leadership, and the utilization of technology in learning and school administration. This implementation has an impact on improving teacher performance, creating an adaptive and collaborative school culture, increasing school community participation, and continuously enhancing the quality of education. However, the implementation of visionary leadership still faces several obstacles, such as resistance to change, limited facilities and infrastructure, and differences in human resource competencies. The study concludes that visionary leadership by the principal is an important factor in driving change and improving the quality of education through vision strengthening, teacher empowerment, school community collaboration, and adaptation to technological developments in education. This article is classified as a research paper with a case study design.