The Principal's Strategy for Enhancing Learning Quality

Abstract

Introduction: Improving the quality of learning is a critical aspect of educational development. The role of the principal as a leader is essential in formulating and implementing strategies to enhance learning effectiveness. This study aims to analyze the principal’s strategy in improving the quality of learning at two sites, namely UPT SMP Negeri 1 Gresik and UPT SMP Negeri 4 Gresik. The principal’s strategy consists of four key variables: enhancing teacher competence, developing supporting infrastructure, conducting learning supervision, and implementing an effective learning process. The study further seeks to formulate a recommended model for improving the quality of learning in Gresik Regency.

Objectives: The primary objective of this research is to examine the strategies employed by school principals in enhancing the quality of education through teacher development, infrastructure improvement, learning supervision, and optimized teaching methodologies.

Methods: This research employs a qualitative design with a multi-site approach. The study was conducted at UPT SMP Negeri 1 Gresik and UPT SMP Negeri 4 Gresik. Data were collected through in-depth interviews, direct observation, and documentation. The research data, obtained from principals, vice principals, and subject teachers, were analyzed using a single-site analysis model through condensation, data display, and conclusion drawing at each site. Subsequently, a cross-site analysis was conducted to formulate a concept and identify key findings across the sites. The validity of the research data was ensured through four elements: credibility, transferability, dependability, and confirmability.

Results: The research findings indicate that: (1) The principal’s strategy for improving teacher competence includes encouraging teachers to participate in self-training and actively engage in learning communities through the Platform Merdeka Mengajar (PMM) application; (2) The principal’s strategy in developing supporting infrastructure is highly adequate, including the presence of learning tools such as SiBestie (Integrated Digital-Based Information System); (3) The principal’s strategy for learning supervision is highly effective, applying collegial supervision based on collaborative, constructive, objective, and sustainable principles. This supervision successfully enhances teachers’ teaching techniques; (4) Teachers' efforts in maximizing high-quality learning involve implementing teaching strategies that align with students’ needs and characteristics.

Conclusions: The principal's strategy plays a significant role in ensuring high-quality learning outcomes. The findings suggest that a combination of teacher competency development, infrastructure enhancement, structured supervision, and adaptive teaching strategies contributes to improved education quality. The study provides a recommended model that can be adopted to optimize principal-led strategies for enhancing learning quality in Gresik Regency and beyond.