Early Childhood Education Principals' Leadership Strategies in Improving the Quality of Early Childhood Education in the Independent Curriculum Era

Abstract

This study aims to analyze the leadership strategies of early childhood education (PAUD) principals in improving the quality of education during the implementation of the Merdeka Curriculum. A descriptive qualitative approach was employed, with the principal of TPA Motherland Semarang as the primary subject, and teachers, education staff, and parents as supporting informants. Data were collected through interviews, observations, and documentation, and analyzed using Miles & Huberman’s interactive model. The findings reveal that the principal applied three leadership models: transformational leadership, by instilling a shared vision and motivating teachers; instructional leadership, through academic supervision, teacher mentoring, and constructive feedback; and collaborative leadership, by involving parents and the community in school programs. Supporting factors included sufficient teacher competence, strong parental involvement, and flexible Merdeka Curriculum regulations, while challenges consisted of limited facilities, funding constraints, and variations in teacher capability. These leadership strategies positively impacted teachers’ professional competence, the quality of learning activities, and children’s holistic development in line with the Merdeka Curriculum indicators. Therefore, adaptive and collaborative principal leadership is essential for enhancing the quality of early childhood education in the Merdeka Curriculum era.