Electronic Theses and Dissertation

Kinerja guru pada abad ke-21 masih menghadapi berbagai tantangan, terutama dalam adaptasi terhadap perkembangan teknologi, tuntutan pembelajaran inovatif, serta peningkatan profesionalisme berkelanjutan. kepemimpinan transformasional dipandang sebagai gaya kepemimpinan yang mampu memotivasi, menginspirasi, dan memberdayakan guru untuk meningkatkan kinerja secara berkelanjutan. penelitian ini bertujuan untuk menganalisis perencanaan, pelaksanaan, dan evaluasi kepemimpinan transformasional kepala sekolah dalam meningkatkan kinerja guru di sd negeri teupah selatan kabupaten simeulue. penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif, subjek penelitian terdiri atas 2 kepala sekolah dan 8 guru serta teknik pengumpulan data dilakukan melalui observasi, wawancara, dan studi dokumentasi. hasil penelitian menunjukkan bahwa: 1). perencanaan kepemimpinan transformasional dilaksanakan secara terstruktur dan partisipatif dengan memperhatikan kebutuhan guru, pengembangan kompetensi, serta penciptaan iklim kerja kondusif, namun masih terkendala keterbatasan sarana, anggaran, dan kesiapan guru yang belum merata; (2) pelaksanaan kepemimpinan transformasional tampak melalui pemberian motivasi, arahan, dan dukungan serta dorongan inovasi pembelajaran, tetapi belum sepenuhnya optimal akibat perbedaan tingkat motivasi guru, keterbatasan waktu pendampingan, dan kondisi geografis wilayah kepulauan; (3) evaluasi kepemimpinan dilakukan secara rutin dan partisipatif melalui penilaian kinerja dan umpan balik, namun tindak lanjut evaluasi belum sepenuhnya sistematis dan berkelanjutan. kesimpulannya, kepemimpinan transformasional kepala sekolah berperan strategis dalam meningkatkan kinerja guru melalui penguatan motivasi, kompetensi, dan keterlibatan guru. namun, efektivitasnya masih dipengaruhi keterbatasan sumber daya dan konteks wilayah 3t, sehingga diperlukan penguatan dukungan kebijakan dan pendampingan berkelanjutan. kata kunci: kepemimpinan, transformational, kepala sekolah, kinerja guru.

Teacher performance in the twenty-first century continues to face various challenges, particularly in adapting to technological developments, meeting the demands of innovative learning, and sustaining continuous professional development. Transformational leadership is regarded as a leadership style capable of motivating, inspiring, and empowering teachers to improve their performance on a sustained basis. This study aims to analyze the planning, implementation, and evaluation of principals’ transformational leadership in enhancing teacher performance at state elementary schools in Teupah Seulatan, Simeulue Regency. The study employed a qualitative approach using a descriptive method. The research participants consisted of two school principals and eight teachers. Data were collected through observation, interviews, and document analysis. The findings indicate that: (1) transformational leadership planning was implemented in a structured and participatory manner by considering teachers’ needs, competency development, and the creation of a conducive work climate; however, it was constrained by limited facilities, budgetary restrictions, and uneven levels of teacher readiness; (2) the implementation of transformational leadership was reflected in the provision of motivation, guidance, support, and encouragement of instructional innovation, yet it had not been fully optimal due to variations in teachers’ motivation levels, limited time for mentoring, and the geographical conditions of the archipelagic region; and (3) leadership evaluation was conducted regularly and participatively through performance appraisal and feedback, although follow-up actions had not been fully systematic or sustainable. In conclusion, principals’ transformational leadership plays a strategic role in improving teacher performance through strengthening teacher motivation, competence, and engagement. However, its effectiveness remains influenced by resource limitations and the context of underdeveloped, foremost, and outermost (3T) areas, indicating the need for stronger policy support and sustained mentoring. Keywords: Leadership, transformational leadership, school principal, teacher performance.