PRINCIPALS’ MANAGEMENT PRACTICES IN STRENGTHENING STUDENTS’ READING LITERACY CULTURE
A COMPARATIVE CASE STUDY OF TWO ELEMENTARY SCHOOLS IN JAKARTA
DOI:
https://doi.org/10.30868/ei.v15i04.11076Keywords:
Elementary School, Educational Management, Principal Leadership, Reading Culture, Reading LiteracyAbstract
Background: Reading literacy supports students’ learning, while a sustainable reading culture requires school management that connects institutional priorities with instructional practice. Purpose: This study examines principals’ management practices in strengthening reading literacy culture at SDN Sungai Bambu 05 and SDN Kebon Bawang 09 Petang, Jakarta, through Planning, Organizing, Actuating, and Controlling (POAC). Methods: This qualitative study employed an instrumental case study design. Data were collected through semi-structured interviews, observation, and document analysis involving principals, vice principals, school supervisors, and teachers. The POAC framework guided comparison across the schools. Results: Both schools integrated reading into classroom learning, established literacy teams, allocated reading time, and provided reading materials. SDN Sungai Bambu 05 combined a ten-minute pre-lesson routine with book discussions, presentations, and digital literacy. SDN Kebon Bawang 09 Petang implemented a 10–15-minute routine and the weekly Jumat Ceria program, featuring storytelling and poetry reading. Evaluation involved reading-interest surveys, literacy tests, meetings, and stakeholder feedback. Conclusion: Sustaining reading culture is associated with connections among leadership direction, organizational capacity, teacher-supported practices, and feedback in subsequent planning. The POAC synthesis explains the interrelationship of management functions in these cases; however, the findings do not establish causal effects on students’ reading proficiency in elementary school management.
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