The Role Of The Principal In Guiding Teacher Learning Administration (Case Study At Raharja Elementary School, Purwakarta Regency And Cimanggu Elementary School, Subang Regency)

Abstract

This study aims to analyze the role of school principals in fostering teachers’ learning administration at SDN Raharja, Purwakarta Regency, and SDN Cimanggu, Subang Regency. The study employed a qualitative approach with a case study method. Data were collected through observations, in-depth interviews, and documentation studies involving principals and teachers as research informants. The findings reveal that school principals play significant roles as leaders, administrators, supervisors, and motivators in developing teachers’ learning administration. The coaching process was carried out through academic supervision, monitoring of instructional documents, mentoring activities, as well as regular motivation and evaluation. These activities contributed to improving teachers’ abilities in preparing more complete and appropriate learning administration documents in accordance with educational regulations. Although several challenges were identified, including limited time, changes in educational policies, and varying levels of technological competence among teachers, principals attempted to address these issues through continuous guidance and professional support programs. The study concludes that the principal’s role is a crucial factor in improving the quality of teachers’ learning administration and supporting the effectiveness of the teaching and learning process in schools.