Abstract

This study aims to analyze the principal's leadership style in building a multicultural school culture through the implementation of managerial functions at SDN 14 Cakranegara, as well as to identify the challenges and solutions faced. This study uses a descriptive qualitative approach with a case study method. Data were obtained through observation, interviews, and documentation, with the research subjects being the principal, teachers, and students. Data analysis used the Miles and Huberman interactive model, which includes the stages of data collection, data reduction, data presentation, and drawing and verifying conclusions. Data validity tests include the credibility, uji transferability, uji dependability, and confirmability. The results of the study indicate that: a) the principal has carried out managerial functions that include planning, organizing, directing, and monitoring systematically in building a multicultural school culture. The applied leadership style is integrative, combining democratic, transformational, and situational styles. Democratic leadership is seen from teacher involvement in decision-making, transformational leadership is reflected in the ability to build a vision and motivate school members, and situational leadership is seen from flexibility in dealing with diverse conditions, b) challenges faced include the absence of a structured evaluation system, teacher adjustment to the new work culture, limited parental support, and coordination constraints. To overcome these, the principal implemented strategies such as strengthening communication, joint reflection, providing motivation, and building collaboration with parents and school members. This study confirms that the success of building a multicultural school culture is largely determined by the principal's adaptive, participatory, and value-oriented leadership.

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