Transformational Transformational Leadership of School Principals in Improving Teacher Performance at Kindergarten Ypk Lahai Roi Mefkajim

Abstract

The leadership role of school principals holds a central position in the governance of Early Childhood Education (PAUD), especially in micro-scale education units in 3T areas which are marked by a record of limited resources. This study comprehensively examines how the actualization and articulation of the transformational leadership style of school principals is able to optimize the performance of educators at Kindergarten YPK Lahai Roi Mefkajim, Framu Village, Ayamaru District, Maybrat Regency, Southwest Papua Province. This research uses a qualitative approach with a descriptive case study framework. The data collection technique combines in-depth interviews, participatory observations, and documentation studies by involving school principals, teachers, and the foundation as key informants. Furthermore, the data analysis process adopts the interactive model of Miles, Huberman, and Saldaña (data reduction, data presentation, and verification/conclusion drawn), while the credibility of the data is verified through source triangulation, triangulation techniques, and member checking