School Principal Policy Management in Improving Primary School Teacher Performance in Cluster 2, Sangkulirang District

Abstract

The principal's policy serves as a strategic guide for implementing initiatives aimed at enhancing teacher performance. This study seeks to elucidate the managerial functions embedded within the principal’s policy—namely, planning, organizing, implementing, and supervising—in the specific context of improving teacher performance in public primary schools within Cluster 2 of Sangkulirang Subdistrict. Data analysis followed the model proposed by Sugiyono, which includes data collection, data reduction, data presentation, and conclusion drawing. Data validity was ensured through both source and technique triangulation. The findings indicate that during the planning stage, the principal’s policy was operationalized through: (1) effective and transparent communication; (2) active involvement of teachers in decision-making and school planning; (3) the use of data-driven approaches to maintain objectivity; (4) resource mapping to identify institutional strengths and weaknesses; (5) prioritization of strategic policies; and (6) the inclusion of school supervisors as mediators in vertical communication. In the organizing stage, policy implementation included: (1) task distribution based on main duties and supplementary competencies; (2) equitable workload assignment and open communication; (3) formal assignment via official decrees; (4) implementation of a rotating homeroom teacher system; (5) participatory decision-making involving all stakeholders; and (6) maintaining a balance between formal structures and adaptive flexibility. The implementation phase involved: (1) encouraging continuous professional development through training; (2) offering recognition and incentives; (3) delegating responsibilities for peer learning and knowledge dissemination; (4) fostering a supportive work environment; (5) ensuring policy coordination; and (6) prioritizing participatory approaches.