TRANSFORMATIONAL LEADERSHIP AND TEACHERS’ PEDAGOGICAL LEARNING IN ISLAMIC KINDERGARTEN EDUCATION
A QUALITATIVE STUDY OF TWO INSTITUTIONS
DOI:
https://doi.org/10.30868/ei.v15i04.11016Keywords:
Transformational Leadership, Pedagogical Competence, Kindergarten Teachers, Early Childhood Education, School LeadershipAbstract
Background: Transformational leadership offers a framework for examining how principals support teachers’ professional learning through role modelling, communication of educational purposes, intellectual stimulation, and individualized consideration. Purpose: This study examines the enactment of the four dimensions of transformational leadership, the organizational conditions shaping support for teachers’ pedagogical learning, and the implications for practice at TK Aisyiyah 1 Kebayoran Baru and TK Bunayya Islamic Pre School Kebayoran Lama, South Jakarta. Methods: This qualitative descriptive study used in-depth interviews, observations, and document analysis. The two institutions were purposively selected because of their different organizational characteristics and educational services. Data were analyzed through data condensation, data display, and conclusion drawing and verification. Results: The leadership practices discussed include professional role modelling, communication of educational purposes, reflection and supervision, collaboration, and individualized guidance. TK Aisyiyah 1 is characterized by a family-oriented work culture and centre-based learning, whereas TK Bunayya integrates two curricula and provides inclusion support, stimulation classes, and day care. These differences identify organizational contexts relevant to understanding leadership support. Conclusion: Transformational leadership needs to be considered in relation to teachers’ pedagogical responsibilities and institutional characteristics. The findings provide contextual insight into professional support but do not establish measurable improvement in pedagogical competence or a causal relationship
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