The Visionary Leadership Strategies of School Principals in Enhancing Teacher Performance at SMPN 12 Mesuji

Abstract

This study aims to analyze the visionary leadership strategies of school principals in improving teacher performance at SMPN 12 Mesuji. The urgency of this research is grounded in the strategic role of the principal as an agent of change who not only directs but also inspires and mobilizes all school components in achieving educational quality. The identified problems indicate that teacher performance has not been optimal, particularly in lesson planning, professional development, and the utilization of instructional technology. This study employs a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation involving the principal, teachers, and related stakeholders. Data analysis was conducted interactively through the stages of data reduction, data display, and conclusion drawing. The results reveal that the principal’s visionary leadership has been implemented through the formulation and communication of vision, motivation enhancement, strengthening of a collaborative culture, and support for instructional innovation. However, the internalization of the vision has not been evenly distributed, teacher participation remains fluctuating, and the use of technology is not yet optimal. On the other hand, the principal’s role modelling and integrity have positively contributed to improving teachers’ commitment and professionalism. This study concludes that visionary leadership plays a significant role in enhancing teacher performance; however, its effectiveness is highly dependent on the consistency of implementation, strengthening of vision communication, and the development of an innovative and collaborative work culture.