IMPLEMENTASI KEPEMIMPINAN ADAPTIF DAN TRANSFORMASIONAL DALAM PENGEMBANGAN KOMPETENSI GURU BERBASIS BUDAYA BELAJAR ORGANISASI
DOI:
https://doi.org/10.5281/zenodo.23995432Keywords:
adaptive leadership, transformational leadership, teacher competence, professional development, elementary schoolAbstract
This study aims to analyze the integration of adaptive and transformational leadership in the development of teacher competence at UPTD SD Inpres Mokdale. The development of teacher competence depends not only on the availability of training programs but also on the school leadership's ability to identify professional needs, build a commitment to change, and ensure the application of knowledge within instructional practice. This study employs the perspectives of adaptive and transformational leadership to explain the interconnections between the diagnosis of needs, professional motivation, the tailoring of support, and continuous learning. Adaptive leadership emphasizes the capacity to address contextual challenges through learning and adjustment, while transformational leadership focuses on strengthening a shared vision, fostering motivation, providing intellectual stimulation, and offering individual consideration. A conceptual analysis indicates that these two approaches serve complementary functions in linking a change-oriented vision with responses to teachers' needs. Competence development should unfold through a cycle of identifying needs, strengthening capacity, engaging in professional collaboration, implementing instructional strategies, and conducting reflection and evaluation. The implications of this study highlight the importance of leadership that is responsive to teachers' needs, the cultivation of a collaborative environment, and an evaluation process focused on transforming pedagogical practices. The conceptual contribution of this research lies in understanding how the integration of these two approaches functions as a mechanism that connects a vision for change, the customization of support, and ongoing professional learning. Further investigation using empirical data is required to determine how this mechanism operates and to identify the conditions that influence its effectiveness within an elementary school setting.
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References
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