Principal Leadership in Supporting Teachers’ Pedagogical Competence Development at SMP Negeri 2 Wolowaru
Abstract
Teachers’ pedagogical competence is essential for designing, implementing, and evaluating learning that responds to students’ diverse needs. At SMP Negeri 2 Wolowaru, Ende Regency, East Nusa Tenggara, instructional challenges were identified including the dominance of lecture-based teaching, limited variation in learning media, and the need to strengthen teachers’ competence. This study describes how principal leadership supports teachers’ pedagogical competence development. A qualitative approach with a descriptive design was employed. Data were gathered through semi-structured interviews, observation, and documentation involving the school principal and teachers as informants. Data analysis followed the reduction, display, and conclusion-drawing procedures of Miles, Huberman, and Saldaña (2014). Trustworthiness was addressed through source and method triangulation. The findings indicate that the principal’s role was expressed through planning teacher-development programs, facilitating training and workshops, encouraging peer mentoring, conducting academic supervision, providing constructive feedback, organizing professional-learning activities, and motivating teachers. Teachers reported that training-needs assessments and follow-up discussions after supervision supported reflection on instructional practice. However, professional-development activities sometimes competed with administrative responsibilities. The study concludes that principal leadership can support pedagogical competence when development is planned, collaborative, and sustained. Schools are recommended to strengthen supervision follow-up and align professional-learning schedules with teachers’ workloads. These findings should be interpreted within the scope of a single-school descriptive case study.
References
Bush, T. (2020). Theories of educational leadership and management (5th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.
Guskey, T. R. (2000). Evaluating professional development. Corwin Press.
Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away? Leadership and Policy in Schools, 4(3), 221–239. https://doi.org/10.1080/15700760500244793
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. https://doi.org/10.1108/09578231111116699
Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217–247. https://doi.org/10.1086/461445
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2018). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 15 Tahun 2018 tentang Pemenuhan Beban Kerja Guru, Kepala Sekolah, dan Pengawas Sekolah. https://peraturan.bpk.go.id/Details/79/permendikbud-no-15-tahun-2018
Kementerian Pendidikan Nasional Republik Indonesia. (2007). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru. https://peraturan.bpk.go.id/Details/17922/permendiknas-no-16-tahun-2007
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
Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227. https://doi.org/10.1080/09243450600565829
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Moleong, L. J. (2017). Metodologi penelitian kualitatif (edisi revisi). PT Remaja Rosdakarya.
Mulyasa, E. (2013). Uji kompetensi dan penilaian kinerja guru. PT Remaja Rosdakarya.
Mulyasa, E. (2019). Menjadi kepala sekolah profesional (edisi revisi). PT Remaja Rosdakarya.
OECD. (2020). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals. OECD Publishing. https://doi.org/10.1787/19cf08df-en
Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership, Volume 1: Policy and practice. OECD Publishing. https://doi.org/10.1787/9789264044715-en
Republik Indonesia. (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen. https://peraturan.bpk.go.id/Details/40266/uu-no-14-tahun-2005
Robinson, V. M. J. (2011). Student-centered leadership. Jossey-Bass.
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509
Sagala, S. (2013). Kemampuan profesional guru dan tenaga kependidikan. Alfabeta.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sergiovanni, T. J. (2001). The principalship: A reflective practice perspective (4th ed.). Allyn & Bacon.
Timperley, H. (2008). Teacher professional learning and development. International Academy of Education & International Bureau of Education. https://www.iaoed.org/downloads/EdPractices_18.pdf
UNESCO. (2022). Transforming education: A collective endeavour. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000381996
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Copyright (c) 2026 Faisal Hamid Maka Raja, Basuki Pramono, Zuhdi Arman, Azhar Azhar, Daeng Ayub
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in Meurunoe: Jurnal Pendidikan dan Pengajaran agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Acces)
