(Master of Education Management, Postgraduate, Universitas Almuslim, Matangglupang Dua, Bireueun, Indonesia)
(2) * Jamaluddin Jamaluddin
(Department of Education Management, Universitas Islam Negeri Ar Raniry Banda Aceh, Aceh, Indonesia)(3) Sari Rizki
(Master of Education Management, Postgraduate, Universitas Almuslim, Matangglupang Dua, Bireueun, Indonesia)*Corresponding author
AbstractThis study aims to describe the instructional leadership practices of principals in building effective schools at Sekolah Dasar Gugus II Ratu Safiatuddin, Aceh Tamiang Regency. The research uses a descriptive qualitative approach with data collection techniques through in-depth interviews, observation, and document study. Data analysis was conducted thematically with the assistance of NVivo software to ensure depth and transparency. The results reveal three main instructional leadership practices: (1) continuous and feedback-based academic supervision, (2) teacher professional development through training and collaboration in Teacher Working Groups (KKG), and (3) the creation of a positive school culture characterized by open communication, appreciation, and discipline. Triangulation analysis using NVivo's project map feature shows a strong alignment between the perspectives of principals and teachers, confirming that these practices tangibly shape a safe, comfortable, and conducive learning climate. The main obstacle faced is the high administrative burden, which limits time for instructional functions. The study concludes that structured and learning-oriented instructional leadership is a key factor in building primary school effectiveness and recommends the need for supportive policies to strengthen the instructional role of principals amid administrative challenges.
KeywordsInstructional Leadership; Effective School; Academic Supervision; School Culture; NVivo
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DOIhttps://doi.org/10.33122/ejeset.v6i2.1321 |
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