Abstract:
Despite significant geographical constraints, schools in disadvantaged areas of Indonesia can achieve
educational quality through the innovative leadership of 'Driving School' principals. This study aimed
to investigate the instructional leadership innovations of "Driving School" principals in enhancing
educational quality in disadvantaged areas. Using a qualitative multi-site case study design, data were
collected through interviews, observations, and document analysis from two junior high schools in
disadvantaged areas. The findings reveal three key innovation domains: (1) facilitating quality
instruction through stakeholder collaboration, structured technical guidance, project management
offices, learning communities, and digital platform integration (Digischool/Smart School); (2)
motivating teachers via quality improvement initiatives, performance coaching, career development
programs, and professional recognition systems; (3) implementing collaborative classroom
observations through flexible pre-observation, non-evaluative observation, and constructive postobservation feedback cycles. The study demonstrates that innovations of instructional leadership
combined with a driving school program can transform geographical constraints into opportunities,
offering a replicable model for educational improvement in disadvantaged areas. These innovations
collectively fostered teacher development, improved instructional practices, and strengthened schoolcommunity partnerships, which highlights the transformative potential of adaptive leadership in
resource-limited settings. |
