Principal Strategy Management in Efforts to Improve Teacher Professionalism in Elementary School

Abstract

Teacher professionalism is a critical factor in ensuring quality primary education. This study examines the strategic management practices of school principals in enhancing teacher professionalism at Patengan and Rancabali Elementary Schools, Bandung Regency. Employing a qualitative descriptive approach, data were collected through in-depth interviews, participant observation, and document analysis, with principals and teachers serving as key informants. Data analysis followed Miles and Huberman’s interactive model, supported by source triangulation and member checking to ensure validity.The findings reveal that principals implemented an integrated strategic management process encompassing four stages: planning through teacher needs mapping using SWOT analysis and vision alignment; organizing through the establishment of professional learning communities (Kombel); implementation via in-house training, curriculum-based professional development, and clinical supervision emphasizing constructive feedback; and evaluation through periodic performance assessments and teacher portfolios. Major challenges included budget limitations and resistance to change among some senior teachers.The study concludes that effective enhancement of teacher professionalism depends on principals’ capacity to function simultaneously as strategic leaders and resource managers. Clinical supervision emerged as a key strategy in bridging gaps between teacher competencies and the demands of the Independent Curriculum.