Principal Principal Strategies for Developing Teachers' Pedagogical Competence and Performance in a Small Indonesian Primary School: A Qualitative Case Study
DOI:
https://doi.org/10.24256/tunascendekia.v8i2.12899Keywords:
kinerja guru, kompetensi pedagogik, sekolah kecil, strategi kepala sekolah, studi kasusAbstract
Small primary schools rely on principals to turn limited resources into teacher development, yet accounts of how principals sequence and adjust strategies remain scarce. This qualitative single-case study examined how the principal of SD Negeri 03 Gumeng, Karanganyar, Central Java, developed teachers' pedagogical competence and performance, and what supported or constrained them. Data were collected from April to June 2026 during five field visits through semi-structured interviews with six informants (the principal and five teachers), observation, field notes, and documents, and analysed using the interactive model of Miles et al. (2014) with source and technique triangulation. The principal's strategy appeared as an adaptive, iterative cycle of reading needs, setting priorities, supervising, giving feedback, mentoring, monitoring again, and reflecting. Open communication, collaboration, and openness to feedback supported the cycle; limited resources, workload, and differing teacher needs constrained it. Teachers' practices developed gradually and unevenly, but change was not measured.
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