Principals’ Instructional Leadership in Enhancing Teacher Professionalism in Private Elementary Schools in Lubuk Baja District, Batam City

Iswari Senja; Pribadi Surya

doi:10.59890/ijetr.v3i3.143

Authors

Iswari Senja Universitas Negeri Yogyakarta
Pribadi Surya Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.59890/ijetr.v3i3.143

Keywords:

: Instructional LEADERSHIP, Teacher Professionalism, Private Elementary School, Educational Quality

Abstract

This study aims to examine the role of principals’ instructional leadership in improving teacher professionalism in private elementary schools in Lubuk Baja District, Batam City. The study used a qualitative descriptive approach with data collected through in-depth interviews, participatory observation, and documentation. Implementing collaborative and reflective approaches encouraged increased use of innovative teaching methods, such as online quizzes, instructional videos, and authentic assessments. Parent-satisfaction reached 87% “very satisfied,” and student discipline complaints fell by 20% after six months of structured supervision. Key enabling factors were structured internal policies, cross-teacher and staff collaboration, and planned training delivered online and offline. In conclusion, consistent, participatory, and responsive instructional leadership by principals is a key driver of teacher professionalism and educational quality in multicultural private elementary schools in Lubuk Baja. The study recommends strengthening principal capacity through continuous training, streamlining administration, and improving teachers’ digital literacy to support adaptive and innovative learning transformation.

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