Principal Leadership Strategy in Implementing Full Day School

Rahmi Sari; Nina Suzanne; Abhanda Amra; Demina

doi:10.63922/ijevss.v5i02.3331

Rahmi Sari Universitas Islam Negeri Mahmud Yunus Batusangkar, Indonesia
Nina Suzanne Universitas Islam Negeri Mahmud Yunus Batusangkar, Indonesia
Abhanda Amra Universitas Islam Negeri Mahmud Yunus Batusangkar, Indonesia
Demina Universitas Islam Negeri Mahmud Yunus Batusangkar, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i02.3331

Keywords: Principal leadership strategy, Full Day School Implementation

Abstract

This study aims to analyze the principal's leadership strategies in addressing burnout and psychological stress, optimizing extracurricular activities, and maintaining teacher professionalism in the implementation of Full Day School. This study employed a qualitative approach with a single case study design. Data were collected through in-depth interviews involving the principal, curriculum and student affairs representatives, six teachers, one arts extracurricular advisor, and five students. Additionally, data were obtained through participant observation of various school activities and a review of relevant documents. The research findings indicate that the principal implements an integrated leadership strategy, including: (1) eight strategies to minimize the negative impacts of learning, namely the application of a humanistic approach, flexible schedule arrangements, structured break time arrangements, implementation of relaxation programs, provision of welfare support, cross-sector collaboration, and continuous monitoring, (2) five strategies in managing extracurricular activities carried out through holistic program classification, preparation of adaptive schedules, optimization of time efficiency, planning of support facilities and infrastructure, and collaboration with the community, and (3) six strategies to maintain teacher professionalism which include affirming the obligation of Continuous Professional Development (PKB), providing concrete support, individual coaching, strengthening Learning Communities (KOMBEL) with a participation rate of 90%, implementation of feedback mechanisms, and providing flexibility in academic development. These leadership patterns reflect a combination of strategic leadership, instructional leadership, transformational leadership, and distributed leadership

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