The Model of Principal’s Instructional Leadership Realizing Meaningful Learning in Primary Schools.

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Bibliographic Details
Title:	The Model of Principal’s Instructional Leadership Realizing Meaningful Learning in Primary Schools.
Authors:	Abdurrahman, Isvihani¹ 2407046017@webmail.uad.ac.id, Hasanah, Enung² enung.hasanah@mp.uad.ac.id, Sukirman³
Source:	International Electronic Journal of Elementary Education. Mar2026, Vol. 18 Issue 3, p419-435. 17p.
Subject Terms:	Elementary schools, Educational leadership, Authentic learning, Classroom environment, Qualitative research, Elementary education
Abstract:	This study aims to explore how a principal implements instructional leadership practices as the primary conceptual framework for realizing meaningful learning in an elementary school. The research employed a qualitative case study approach, with data collected through semistructured interviews. The participants included the principal, four teachers, and four students. Data were analyzed qualitatively using the thematic analysis model developed by Naeem et al. (2023), which involves selecting relevant statements, coding, identifying themes, and constructing a conceptual framework. The trustworthiness of the data was ensured through source triangulation. The findings indicate that the principal’s instructional leadership plays a significant role in fostering meaningful learning in elementary schools. The conceptual framework of instructional leadership identified in this study highlights the interconnection between formulating a clear learning vision, empowering teachers and educational staff, openness to instructional innovation, conducting continuous supervision, and creating a positive learning environment as key factors supporting meaningful learning. This study contributes to the development of instructional leadership scholarship, particularly within the context of elementary education, and offers a practical model that can be utilized to support the implementation of meaningful learning in schools. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study aims to explore how a principal implements instructional leadership practices as the primary conceptual framework for realizing meaningful learning in an elementary school. The research employed a qualitative case study approach, with data collected through semistructured interviews. The participants included the principal, four teachers, and four students. Data were analyzed qualitatively using the thematic analysis model developed by Naeem et al. (2023), which involves selecting relevant statements, coding, identifying themes, and constructing a conceptual framework. The trustworthiness of the data was ensured through source triangulation. The findings indicate that the principal’s instructional leadership plays a significant role in fostering meaningful learning in elementary schools. The conceptual framework of instructional leadership identified in this study highlights the interconnection between formulating a clear learning vision, empowering teachers and educational staff, openness to instructional innovation, conducting continuous supervision, and creating a positive learning environment as key factors supporting meaningful learning. This study contributes to the development of instructional leadership scholarship, particularly within the context of elementary education, and offers a practical model that can be utilized to support the implementation of meaningful learning in schools. [ABSTRACT FROM AUTHOR]
ISSN:	13079298