IMPLEMENTASI KEPEMIMPINAN SIFAT KEPALA SEKOLAH DALAM MENGELOLA TANTANGAN SIFAT GURU DI SEKOLAH DASAR
Indonesia
Abstract
This study aims to analyze the implementation of trait-based leadership of school principals in managing teachers’ trait-related challenges in elementary schools. The research employed a qualitative descriptive approach with a literature study design. Data were obtained from scientific journals, books, and relevant research reports published in the last ten years. Data analysis was conducted using interactive analysis techniques, including data reduction, data display, and conclusion drawing. The findings indicate that principals’ leadership traits such as integrity, emotional stability, openness, decisiveness, and empathy significantly influence their effectiveness in managing diverse teacher characteristics. Teachers’ trait-related challenges include resistance to change, low adaptability, lack of collaboration, and varying professional commitment. Effective leadership implementation is reflected in the principal’s ability to model positive character, build constructive communication, and foster a supportive school climate. The study concludes that trait-based leadership remains relevant in elementary school management, particularly when integrated with contextual and relational approaches.
References
Northouse, P. G. (2021). Leadership: Theory and Practice (8th ed.). SAGE Publications.
Gümüş, S., & Özkan, S. (2016). Leadership Style of School Principals and Teacher Job Satisfaction. Journal of Educational Sciences, 8(2), 215–232.
Hallinger, P., & Wang, W.-C. (2020). Assessing Instructional Leadership with Large-Scale Data: Research Design, Measurement, and Leadership Effects. School Effectiveness and School Improvement, 31(1), 1–19.
Harris, A. (2018). Distributed Leadership in Schools: A Practical Guide for Learning-Focused Leadership Teams. Routledge.
Leithwood, K., & Sun, J. (2019). The Nature and Effects of Transformational School Leadership: A Meta-Analytic Review of Unpublished Research. Educational Administration Quarterly, 55(1), 3–40.
Li, A., Hallinger, P., & Ko, J. (2018). Principal Instructional Leadership, Teacher Leadership, and Collaborative School Culture: A Longitudinal Investigation. Journal of Educational Administration, 56(3), 290–306.
Ng, J. C., & Chan, C. K. (2021). Exploring Principal Emotional Intelligence and Teacher Outcomes: Evidence in Hong Kong Schools. Asia Pacific Journal of Education, 41(2), 227–243.
Özdemir, Y., & Altun, O. (2021). School Principals’ Leadership Traits and Teacher Motivation: A Relational Study. Educational Management Administration & Leadership, 49(6), 1050–1068.
Robinson, V., Hohepa, M., & Lloyd, C. (2023). School Leadership and Student Outcomes: Identifying What Works and Why. Routledge.
Salleh, N. H., Abdullah, N. A., & Daud, S. (2017). Principal Leadership Style and Teacher Work Performance in Primary Schools. International Journal of Academic Research in Progressive Education and Development, 6(2), 155–169.
Sahin, I., & Yildirim, A. (2022). School Leadership Practices That Promote Teachers’ Professional Development. Journal of Educational Change, 23(4), 483–502.
Setyaningrum, W., & Latief, M. A. (2024). Principal Leadership in Developing Teachers’ Creativity in Indonesian Elementary Schools. Indonesian Journal of Educational Leadership, 5(1), 62–78.
Smith, J., & Jones, L. (2020). Managing Diversity of Teacher Characteristics: Strategies for Successful School Leadership. International Journal of Educational Leadership Preparation, 15(2), 1–12.
