Abstract

This study aims to analyze the role of school principal leadership in the planning, implementation, and evaluation of programs to improve literacy and numeracy achievement in Cluster II Penujak, Praya Barat District, Central Lombok Regency.The study employs a qualitative research method with a descriptive approach to gain an in-depth understanding of school principal leadership practices. Data were collected through interviews, observations, and document analysis, then analyzed using data reduction, data presentation, and interpretation, and validated through source and technique triangulation. The results indicate that at the planning stage, schools that utilized Education Report data and student needs analysis were able to set clear learning targets, whereas schools that treated planning as mere administration did not demonstrate changes in learning practices. At the implementation stage, the consistency of literacy and numeracy activities was influenced by the principal’s involvement; active leadership established daily academic routines, while limited involvement resulted in implementation relying on teacher initiative. At the evaluation stage, classroom supervision, collaborative reflection, and follow-up on instructional improvements affected teaching practices, whereas administrative evaluations did not impact learning. Overall, school principal leadership functions as a directional guide, driver of learning practices, and quality controller, where the intensity of leadership determines whether literacy and numeracy programs develop into a school learning culture or remain supplementary activities.

Access to Document

Citations by Year