INTEGRATION OF PRINCIPAL'S TRANSFORMATIONAL LEADERSHIP STRATEGY TO IMPROVE LITERACY AND NUMERACY AT SD PEMBINA BANGGAI, BANGGAI DISTRICT

Abstract

This study aims to analyze the integration of the principal's transformational leadership strategy in improving student literacy and numeracy at SD Pembina Banggai, Banggai District. The low literacy and numeracy achievements of elementary school students in Indonesia, including in Banggai Regency, require effective leadership transformation. The study used a mixed methods approach with a sequential explanatory design, involving 32 teachers and 147 students in grades 4, 5, and 6 as quantitative respondents, and 14 participants for in-depth interviews. The research instruments included a transformational leadership questionnaire adapted from the Multifactor Leadership Questionnaire (MLQ), literacy and numeracy tests, interview guidelines, and observations. The results showed that the implementation of transformational leadership was in the high category (score 4.12 on a scale of 5.00) with a significant positive correlation to literacy achievements (r = 0.674, p <0.01) and numeracy (r = 0.618, p <0.01). Student literacy achievement increased from 58% to 35% in the "need special intervention" category, while numeracy increased from 67% to 48%. Implementation strategies include developing a shared vision, the Numeracy Literacy School Movement (GESALITERA) program, ongoing teacher professional development, and technology-based learning innovation. This study provides a significant contribution to the development of an effective transformational leadership model in improving the basic competencies of elementary school students in Indonesia.