Manajemen Kepemimpinan Kepala Sekolah dalam Pengelolaan Lembaga PAUD: Studi Kasus di TK Pertiwi 26-83 Tamansari

Abstract

The position of school principal serves as a key determinant of success in managing Early Childhood Education (PAUD) institutions, given that the role extends well beyond administrative duties to encompass mentoring teachers, fostering communication with parents, and cultivating a learning climate that nurtures children’s overall development. This article reviews the leadership practices carried out by the principal of TK Pertiwi 26-83 Tamansari, Jatinegara District, Tegal Regency, highlighting how she understands her role, the quality-management steps taken, and the obstacles encountered along with the responses applied. A qualitative case-study design was adopted, with data collected through semi-structured in-depth interviews with the principal, supplemented by visual documentation and review of supporting records, namely the 2024 principal professional-development assessment issued by the Tegal Regency Government. The findings indicate that the principal regards herself as a servant leader, integrating the four managerial functions — planning, organizing, actuating, and controlling — marked by planning that engages teachers, the committee, and parents, role distribution based on competence, motivation delivered both personally and through institutional policy, and clinical supervision oriented toward reflective coaching. Obstacles faced include limited funding, uneven teacher capability, limited parental understanding, and restricted facilities, addressed through optimal use of operational funds, internal coaching, parental outreach, and partnerships with local government. This article concludes that a participatory leadership style grounded in integrity, empathy, clarity of vision, collaborative spirit, and a commitment to children’s interests forms the principal asset behind the successful management of the PAUD institution examined.