Principal Leadership In Encouraging Teacher Learning Innovation At Darussalam Integrated Islamic Elementary School, Palembang

Abstract

The transformation of education in the digital era and post-pandemic period requires schools to provide learning that is innovative, flexible, and aligned with the needs of 21st-century learners. In this context, the school principal plays a crucial role as a leader who guides, motivates, and supports teachers in creating learning experiences that are creative and relevant. This study aims to explore the forms of school principal leadership in fostering learning innovation, identify supporting and inhibiting factors, and analyze its impact on improving teachers' instructional quality at SD Islam Terpadu Darussalam Palembang. This research employed a qualitative approach with a case study design. Data were collected through observations, in-depth interviews, and document analysis involving the principals, vice principals, and teachers. The findings indicate that the principal applies transformational and instructional leadership through academic supervision, enhancement of teacher competencies, continuous training, and the development of a collaborative and Islamic school culture. Supporting factors of innovation include foundation support, teacher commitment, and the use of digital technology; while the inhibiting factors consist of limited facilities, variations in teacher competence, and time constraints for professional development. The principal's leadership has been shown to improve teacher professionalism, teaching creativity, and the variety of learning methods used. These findings affirm that visionary, adaptive leadership grounded in Islamic values significantly contributes to strengthening learning innovation practices in integrated Islamic elementary schools.