Improving science teacher performance through transformational leadership: A case study at Indonesian public elementary schools
DOI:
https://doi.org/10.17509/ijotis.v6i1.99094Keywords:
Elementary School, IPA, Qualitative Case Study, Science Teacher Performance, Transformational Leadership.Abstract
The quality of science education in Indonesia remains a critical concern, as reflected in students’ low performance in PISA science assessments. One contributing factor is the suboptimal performance of elementary science teachers, which is closely linked to the quality of school leadership. This study investigates how transformational leadership by school principals improves the performance of science teachers (IPA) at SDN Ciparay 07 in Bandung Regency and SDN Ngamprah Kidul in West Bandung Regency. A qualitative case study approach was used, involving 14 participants, including two principals and twelve teachers, selected through purposive sampling. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model. The findings show that transformational leadership—through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—enhances teacher performance. Improvements include greater use of inquiry-based learning, increased integration of technology, and stronger collaborative planning. The integration of Sanusi's six-value system further strengthens teachers’ professionalism and commitment. This study recommends that principals adopt a transformational leadership approach to improve the quality of science teaching.
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