Leadership Style of Public Elementary School Principals in the Implementation of the Adiwiyata Program in Pangkalpinang
DOI:
https://doi.org/10.32923/hm2m4j53Keywords:
Leadership style, adiwiyataAbstract
The focus of this research is the leadership style of public elementary school principals in the realization of the Adiwiyata program in Pangkalpinang. This study aims to: 1) Know the leadership style of public elementary school principals in the realization of the adiwiyata program in Pangkalpinang, 2) Knowing the role of public elementary school principals in supporting the sustainability of the implementation of the Adiwiyata Program in Pangkalpinang.
This research uses qualitative methods, data collection techniques are carried out by means of observation, interviews, and documentation. Data analysis is done by reducing, presenting, verifying, and validating the data that has been obtained.
The results showed: 1) The principal's leadership style in SD Negeri 30 and SD Negeri 37 Pangkalpinang tends to lead to transformational, democratic, and visionary leadership. Principals in these two institutions successfully inspire teachers and students with a clear vision of the importance of environmental conservation. Through a transformational approach, they focus not only on academic achievement but also on building the character of students who care about the environment. The democratic leadership style allows active participation of all stakeholders in decision-making related to the Adiwiyata program, creating a sense of ownership and collective responsibility. Visionary leadership is reflected in their ability to plan activities that support sustainability, such as the greening program. In certain situations, principals also wisely adopt other leadership styles according to the needs and challenges faced, ensuring the effectiveness of program implementation, 2) Principals in SD Negeri 30 and SD Negeri
37 Pangkalpinang can motivate and inspire teachers and students, which can be seen from increased student participation in environmental activities. Principals also establish open communication between principals, staff, and students, creating a collaborative environment, where all parties feel responsible for the program. In addition, the principal was also proactive in providing supporting facilities, such as separate trash bins and greening areas, which contributed to the success of the program
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