THE ROLE OF SCHOOL PRINCIPAL LEADERSHIP IN DEVELOPING TEACHERS' LEARNING COMMUNITIES IN ELEMENTARY SCHOOLS

Abstract

The principal's leadership plays a strategic role in improving the quality of primary education, particularly through the development of teacher learning communities. These communities serve as a platform for teachers to share best practices, enhance competencies, and create effective learning environments. However, implementation still faces challenges such as limited managerial support, low teacher participation, and resource and time constraints. This study aims to analyze the principal's role in developing teacher learning communities by applying the POAC (Planning, Organizing, Actuating, Controlling) principles. Using a qualitative research approach with a case study method in several primary schools in Gunung Alip District, data were collected through interviews, observations, and document analysis. The findings indicate that principals play a significant role in all four aspects of POAC. In planning, strategies have been developed but still face challenges in written guidelines and teacher involvement. In organizing, principals establish community structures and assign roles, but coordination remains suboptimal. In actuating, principals motivate teachers and support learning innovations, although teacher participation remains inconsistent. In controlling, evaluations of learning communities have been conducted, but reflection mechanisms and the utilization of results need improvement. In conclusion, school leadership plays a crucial role in developing teacher learning communities. However, systematic strategies and policy support are needed to ensure optimal and sustainable implementation.