Collaborative-Based Principal Guidance Management to Optimize Teacher Learning Groups: A Case Study at SDN Palasari, Cipanas District, Cianjur Regency

Susi Susi; Helmawati Helmawati

doi:10.38035/dijemss.v6i4.4462

Authors

Susi Susi Universitas Islam Nusantara, Bandung, Indonesia
Helmawati Helmawati Universitas Islam Nusantara, Bandung, Indonesia

DOI:

https://doi.org/10.38035/dijemss.v6i4.4462

Keywords:

Principal Guidance, Collaborative Methods, Teacher Study Group, Teacher Professionalism, Education Management

Abstract

This study aims to analyze the management of school principal's guidance based on collaborative methods in optimizing the effectiveness of teacher learning groups at SDN Palasari, Cipanas District. The main focus of the research includes planning, organizing, implementing, supervising, and evaluating the guidance of school principals in supporting the development of teacher professionalism and improving the quality of learning. This study uses a qualitative approach with a case study method to understand in depth the process of implementing the principal's guidance in the context of elementary schools. Data were collected through in-depth interviews, participatory observations, and documentation studies. Data analysis was carried out using the Miles and Huberman interactive model, which included data reduction, data presentation, and inductive conclusions. The results of the study show that guidance planning is carried out through teacher needs analysis, competency mapping, and the preparation of mentoring and coaching-based programs. Organizing involves the formation of study groups by appointing competent coordinators and facilitators, as well as optimal use of resources. The implementation of guidance is carried out in a participatory manner through lesson study methods, peer teaching, and reflective discussions based on digital technology to strengthen teachers' professional interactions. Supervision is implemented through classroom observation, analysis of learning documents, and joint reflection to ensure program effectiveness and support continuous improvement. The evaluation was carried out formatively and summatively using various instruments, such as satisfaction surveys, reflective interviews, and classroom supervision, to measure the impact of the program on improving teacher competence and student learning outcomes. The findings of this study show that a systematic and sustainable collaborative approach under the guidance of principals contributes significantly to increasing the effectiveness of teacher-learning groups. This case study confirms that collaborative-based guidance of school principals can build a culture of teacher professionalism, encourage learning innovation, and contribute to improving the quality of education in schools.

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