Instructional Leadership in Elementary School: An Explanatory Study

This paper aims to analyze the application of instructional leadership in elementary schools. Instructional leadership analysis uses Stronge et al. [1]; Philip Hallinger [2]; Leithwood and Seashore-Louis [3] theoretical framework, which refers to four key dimensions, namely: 1) The meaning of the school’s mission which is oriented to the learning program in the classroom; 2) Principal decision-making based on data and distributive leadership practices; 3) The role and commitment of the principal in the management of learning programs, and 4) The role and commitment of the principal in building a positive work climate. This study uses explanatory analysis with a qualitative approach to analyze instructional leadership in elementary schools. Data were collected using a Focus Group Discussion involving principals (N=8) and teachers (N=5) of elementary schools from Medan and Deli Serdang, Indonesia. Data analysis techniques use through stages, namely data reduction, data presentation, and concluding. The results revealed that the principal in the subject school had a policy direction aimed at learning effectiveness. However, several aspects need to be optimized, especially from organizational systems, quality control regulations, and research-based decision-making. This study recommends principals to be able to maintain their leadership orientation in learning programs, maintain good communication with teachers, be committed to developing teacher professionalism, build an effective organizational system and control system, conduct research as a basis for decision making, create a conducive organizational climate, and collaborate with stakeholders to generate competitive advantage.