KEPEMIMPINAN KEPALA SEKOLAH DALAM UPAYA MENINGKATKAN KINERJA GURU DI SMA MUHAMMADIYAH 1 KOTA BANDA ACEH PROVINSI ACEH

Abstract

This study aims to describe the principal’s leadership in improving teacher performance at SMA Muhammadiyah 1 Kota Banda Aceh and the strategies implemented to motivate teachers. The research problem is based on the phenomenon that some teachers are still late in preparing learning tools, the implementation of learning is not yet fully aligned with the lesson plans, and the low use of digital technology by some senior teachers. This study employs a qualitative approach with a case study design, as explained in research methodology that qualitative research produces descriptive data in the form of words and observable behavior within a natural context. Data were collected through interviews, observations, and documentation involving the principal, vice principal for curriculum, guidance and counseling teachers, and homeroom teachers.

The results of the study show that the principal’s leadership plays a significant role in improving teacher performance. The principal applies leadership that is exemplary, adaptive, and oriented toward quality improvement. Development efforts are carried out through workshops, the formation of a curriculum development team, sudden classroom supervision, and regular evaluations of learning tools and instructional implementation. Motivational strategies include formal motivation such as training, the utilization of the Merdeka Mengajar Platform, and the awarding of appreciation certificates, as well as informal motivation through personal approaches and the principal’s direct presence in teacher activities.

Informants agreed that sudden supervision and the presence of the principal are the most effective factors in improving teacher readiness and discipline. Teacher performance shows improvement in the aspects of learning planning, learning implementation, and participation in school activities. Nevertheless, challenges are still found, particularly in classroom management and technology adaptation among senior teachers. Overall, this study concludes that active, responsive, and continuously developmental principal leadership contributes significantly to improving teacher performance, both administratively and pedagogically.