VISIONARY LEADERSHIP OF PRINCIPALS BASED ON THE EDUCATION REPORT IN ENHANCING TEACHER PROFESSIONAL PERFORMANCE
DOI:
https://doi.org/10.30868/im.v9i02.10801Keywords:
Visionary Leadership; Education Report Card; Data-Based Decision-Making; Teacher Professionalism.Abstract
The transformation of national education policy demands a shift in the managerial paradigm from an intuitive approach to empirical data-based governance, one of which is based on digital data in the form of the School Education Report. This study analyzes the principal's visionary leadership model based on digital data from the Education Report in improving teacher professionalism at SMAN 1 Pagelaran and SMAN Depok. Using a qualitative approach with a case study method, this study dissects the integration of Burt Nanus's (1992) four leadership roles with the principal management functions (POAC). The results show the real implementation of these roles: (1) Direction setter through translating the Education Report into a strategic plan; (2) Change agent by organizing teachers for performance improvement; (3) Spokesperson in articulating a vision for the reconstruction of a positive work culture; and (4) Coach through clinical supervision and digital mentoring. The main finding of this study is the Circular Visionary Leadership Model, a continuous cycle in which the evaluation of empirical data consistently leads to improving educator competence. This study concludes that synchronization between the principal's long-term vision and the use of real data is very effective in boosting teacher professionalism and the quality of the learning ecosystem. This model demonstrates that a paradigm shift from intuitive to data-driven management strengthens modern educational governance.
References
Admiraal, W., Schenke, W., & Meijer, P. (2023). Teacher professional learning in data-informed school improvement: A systematic review. Teaching and Teacher Education, 122, 103962. https://doi.org/10.1016/j.tate.2022.103962
Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Qualitative Research Journal, 24(1), 1–12.
Biesta, G., Priestley, M., & Robinson, S. (2021). Teacher agency and professional practice. Educational Review, 73(3), 301–318. https://doi.org/10.1080/00131911.2019.1688801
Brown, C., Daly, A. J., & Liou, Y. H. (2023). Improving trust, collaboration, and learning in data use for educational improvement. Educational Administration Quarterly, 59(1), 5–39. https://doi.org/10.1177/0013161X221098019
Datnow, A., & Hubbard, L. (2023). Data use for equity and improvement: A framework for school leadership. Educational Administration Quarterly, 59(3), 425–462. https://doi.org/10.1177/0013161X221122998
Datnow, A., & Park, V. (2024). Professional capacity building for data use in schools. Review of Education, 12(1), e3409. https://doi.org/10.1002/rev3.3409
Farley-Ripple, E., Tilley, K., & Treglia, E. (2023). Conceptualizing data use as professional practice. Teachers College Record, 125(6), 1–34.
Flores, M. A. (2020). Teacher professionalism in times of change. Educational Research, 62(3), 299–314. https://doi.org/10.1080/00131881.2020.1793545
Ganon-Shilon, S., & Schechter, C. (2021). School leaders’ sensemaking of data. Educational Administration Quarterly, 57(3), 428–462. https://doi.org/10.1177/0013161X20964063
Handarini, S. N. (2019). Pengaruh kepemimpinan visioner kepala sekolah dan kinerja mengajar guru terhadap efektivitas sekolah. Jurnal Administrasi Pendidikan, 26(1), 175–183.
Hallinger, P., & Kulophas, D. (2024). Educational leadership and management in Asia. Educational Management Administration & Leadership, 52(1), 3–18. https://doi.org/10.1177/17411432231166289
Harizal, Marwan, Bahri, S., & Konadi, W. (2024). Kepemimpinan visioner kepala sekolah, budaya kerja, dan motivasi berprestasi guru terhadap kinerja guru. IndOmera: Jurnal Magister Manajemen, 5(10), 18–26.
Huber, S. G., & Muijs, D. (2022). School leadership effectiveness revisited. Educational Management Administration & Leadership, 50(4), 600–620. https://doi.org/10.1177/17411432211042131
Lai, M. K., & McNaughton, S. (2023). Using data for improvement in schools. School Leadership & Management, 43(3), 229–247. https://doi.org/10.1080/13632434.2022.2164065
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Liu, Y., & Hallinger, P. (2021). Principal leadership and teacher professional learning. Educational Management Administration & Leadership, 49(2), 268–287. https://doi.org/10.1177/1741143220908456
Mayuni, N. P. W., Yudana, I. M., & Sulindawati, N. L. G. E. (2025). Optimalisasi rapor pendidikan untuk peningkatan kualitas pembelajaran di sekolah penggerak. Journal of Education Action Research, 9(2), 298–306.
Ming, C., et al. (2024). Data-driven educational leadership and school improvement. Educational Management Administration & Leadership, 52(1), 85–102.
Nurlaela. (2023). Strategi kepemimpinan visioner dalam implementasi visi dan misi berbasis rapor pendidikan. Jurnal Manajemen Pendidikan, 12(2), 318–326.
Park, V., Daly, A. J., & Guerra, A. W. (2023). Strategic leadership for data use in schools. Educational Administration Quarterly, 59(3), 389–423. https://doi.org/10.1177/0013161X221119458
Poortman, C. L., & Schildkamp, K. (2022). Data-informed decision-making in education. Educational Research Review, 36, 100449. https://doi.org/10.1016/j.edurev.2022.100449
Schildkamp, K. (2019). Data-based decision-making for school improvement. Educational Research, 61(3), 257–273.
Schildkamp, K., Poortman, C. L., & Handelzalts, A. (2022). Data teams for school improvement. School Effectiveness and School Improvement, 33(2), 196–219. https://doi.org/10.1080/09243453.2021.2019654
Supovitz, J., & Sirinides, P. (2022). Data use and instructional improvement. Journal of Educational Administration, 60(2), 181–197. https://doi.org/10.1108/JEA-06-2021-0135
Sun, J., et al. (2024). Indicators of data-based leadership practice in schools. Leadership and Policy in Schools, 23(2), 214–230.
Tejeiro, M. (2024). Distributed leadership and data use in schools. School Leadership & Management, 44(1), 1–18.
Villeneuve, M., & Bouchamma, Y. (2023). Evidence-informed school leadership. International Journal of Educational Management, 37(4), 873–889.
van Gasse, R., Vanlommel, K., & Vanhoof, J. (2023). Teachers’ data literacy as professional practice. Teaching and Teacher Education, 120, 103899. https://doi.org/10.1016/j.tate.2022.103899
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.
Bush, T. (2020). Theories of educational leadership and management (5th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Datnow, A., & Park, V. (2021). Data-driven leadership. Jossey-Bass.
Flores, M. A. (2020). Teacher professionalism in times of change: The case of teachers’ professional identity. Journal of Education for Teaching, 46(1), 1–14. https://doi.org/10.1080/02607476.2019.1708629
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5–24. https://doi.org/10.1177/1741143216670652
Kools, M., & Stoll, L. (2022). What makes a school a learning organisation? OECD Education Working Papers, No. 262. OECD Publishing. https://doi.org/10.1787/bc3d2a6c-en
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership. Educational Administration Quarterly, 48(3), 387–423. https://doi.org/10.1177/0013161X11436268
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Priestley, M., Biesta, G., & Robinson, S. (2021). Teacher agency. Teachers and Teaching, 27(1–4), 1–14. https://doi.org/10.1080/13540602.2020.1861486
Sachs, J. (2021). Teacher professionalism. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1404
Schildkamp, K., & Poortman, C. L. (2021). Data-informed decision making. Studies in Educational Evaluation, 69, 100846. https://doi.org/10.1016/j.stueduc.2020.100846
Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice. Journal of Curriculum Studies, 36(1), 3–34. https://doi.org/10.1080/0022027032000106726
Van der Heijden, B. I. J. M., Geldens, J. J. M., Beijaard, D., & Popeijus, H. L. (2023). Professional learning communities. Teaching and Teacher Education, 120, 103905. https://doi.org/10.1016/j.tate.2022.103905
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Wolfe, M., & Pankake, A. (2021). Leadership sensemaking in school reform. Journal of Educational Change, 22(4), 589–612. https://doi.org/10.1007/s10833-021-09424-3
Wayman, J. C., & Stringfield, S. (2021). Data-informed leadership for school improvement. Leadership and Policy in Schools, 20(3), 363–388.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Anggi Jayadi, Suharyanto H Soro
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
