Transformational Leadership and Collaborative Teacher Learning: Building Readiness for Deep Learning in Primary Education
DOI:
https://doi.org/10.61987/jsse.v3i1.1300Keywords:
Transformational Leadership, Teacher Professional Development, Teacher Working Groups, Deep LearningAbstract
This study examines how transformational leadership supports teacher readiness for Deep Learning (Pembelajaran Mendalam, PM) through regular Teacher Working Group (Kelompok Kerja Guru, KKG) activities in a Model School in Indonesia. A qualitative single-case study was conducted at school. Data were collected through semi-structured interviews with the principal and a fifth-grade teacher, along with document analysis of the school's vision and mission statements, KKG invitations, attendance records, meeting minutes, and photographs. Data were analyzed through data condensation, display, and conclusion verification. The findings reveal that the principal supports teacher development by communicating a shared vision, facilitating collaborative learning, providing reflective supervision, mapping professional needs, and adapting guidance to teachers' readiness. KKG provides opportunities for experience sharing and instructional reflection, although consistent classroom implementation and student learning outcomes remain unverified. The study concludes that professional development becomes more meaningful when leadership connects shared direction, teacher participation, and practical follow-up. The findings imply that principals should strengthen collaborative planning, document instructional changes, and evaluate improvement using classroom evidence and student learning outcomes.
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