The Principal's Role In Improving Teacher Motivation And Performance At State Elementary School 121 Palembang

Abstract

This study aims to describe and analyze the principal's managerial role in improving teacher motivation and performance at Public Elementary School 121 Palembang. The focus of this research covers four main aspects of management: planning, organizing, implementing, and supervising. This study uses a descriptive qualitative approach, with data collection techniques including in-depth interviews, observation, and documentation. The principal served as the key informant, supported by the vice principal and class teachers. The results indicate that: (1) Planning is carried out through data-based needs analysis (EDS and Education Report Cards) and involves teachers in a participatory manner to foster a sense of ownership. (2) Organization is realized through a clear division of tasks (tupoksi), routine coordination, and strengthening the Teacher Working Group (KKG) forum. (3) Implementation is carried out through humanistic leadership, motivation, appreciation, and direct role modeling (leading by example). (4) Supervision is carried out through planned and ongoing academic supervision, using a constructive, two-way discussion approach rather than fault-finding. Obstacles identified included limited administrative time for the principal, differences in teacher characteristics, and limited infrastructure. Solutions included prioritizing time management, delegating tasks to the vice principal, engaging in a personal approach, and gradually optimizing available facilities. Overall, the principal's effective and humane managerial role has proven significant in improving teacher work motivation and professional performance in the learning process.