INNOVATIVE PRINCIPAL LEADERSHIP MANAGEMENT IN IMPROVING TEACHER PROFESSIONALISM THROUGH LEARNING DAY AND LEARNING COMMUNICATION AT SD ISLAM PLUS AL-HIKMAH KANDIS

Abstract

This study aims to analyze the innovative leadership management of the school principal in enhancing teacher professionalism through the implementation of Learning Day and Learning Community at SD Islam Plus Al-Hikmah Kandis. Innovative leadership is understood as the principal’s ability to design, manage, and implement creative and collaborative learning strategies that emphasize continuous teacher competency development. The Learning Day program functions as a structured platform for strengthening teacher capacity through training activities, reflective practices, and experience sharing, while the Learning Community serves as a regular interaction forum between the principal and teachers to cultivate a collaborative and professional school culture. This study employed a descriptive qualitative approach. Data were collected through in-depth interviews, participatory observation, and documentation. Research informants included the school principal, classroom teachers, subject teachers, and supporting staff involved in the implementation of both programs. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña (2014), encompassing data reduction, data display, and conclusion drawing with verification. The findings indicate that the principal’s innovative leadership plays a significant role in creating a collaborative, adaptive, and reflective learning environment. The principal acts not only as an administrative manager but also as a facilitator, motivator, and innovator, encouraging teachers to actively engage in learning reflection, professional development, and pedagogical innovation. Key strategies include differentiated learning training, strengthening regular communication through the Learning Community, and continuous evaluation of teaching practices. However, several challenges were identified, such as limited time for collaborative activities, variations in teacher competencies, and the need to enhance the integration of technology in teaching and learning. These findings provide valuable insights into effective innovative leadership practices and offer practical recommendations for other schools seeking to improve teacher professionalism through creative and collaborative leadership management. Consistent implementation of innovative leadership management through Learning Day and Learning Community programs can enhance learning quality, strengthen professional culture, and produce competent, creative, and adaptive teachers capable of meeting 21st-century educational challenges.