Early Childhood Teacher Instructional Leadership
Evaluation Study in the Mutiara Cluster, Pondok Kelapa District, Central Bengkulu Regency
Keywords:
Instructional Leadership, Early Childhood Education Teachers, Evaluation, CIPPO ModelAbstract
This study aims to evaluate the instructional leadership of Early Childhood Education (PAUD) teachers in the Mutiara Cluster, Pondok Kelapa District, Central Bengkulu Regency. Instructional leadership plays a crucial role in ensuring child-centered learning in early childhood education; however, its implementation in practice still faces various challenges related to teachers’ capacities and institutional support. This research employed a qualitative approach with an evaluative research design. The research subjects consisted of PAUD teachers and school principals within the Mutiara Cluster. Data were collected through in-depth interviews, classroom observations, and document analysis. Data analysis was conducted using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing and verification. The evaluation framework applied in this study was the CIPPO model (Context, Input, Process, Product, and Outcome). Data trustworthiness was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that the instructional leadership of PAUD teachers in the Mutiara Cluster has been implemented but has not yet reached an optimal level. In the context component, teachers demonstrated an understanding of the goals of early childhood education, although their conceptual understanding of instructional leadership remained limited. In terms of input, learning facilities, professional training opportunities, and institutional support were unevenly distributed. The process component revealed that learning activities were still predominantly teacher-centered, with limited differentiation and unsystematic reflective practices. Regarding product, children’s engagement in learning activities showed improvement, although the variety of learning activities remained limited. Meanwhile, in the outcome component, teachers exhibited increased professional awareness of their roles as instructional leaders, despite inconsistent implementation in daily practice. Based on these findings, this study recommends strengthening PAUD teachers’ instructional leadership through continuous professional development, pedagogical mentoring, enhanced school leadership support, and more proportional management of teachers’ administrative workload. This research is expected to contribute to the development of instructional leadership practices and policies for early childhood education at the cluster and regional levels
References
Alkasih, Z. (2024). The importance of leadership in early childhood education institutions. JECED: Journal of Early Childhood Education and Development, 6(1), 42–52. https://doi.org/10.15642/jeced.v6i1.3793
Anwar, R. N., Mulyadi, M., & Soleh, A. K. (2022). Transformational leadership of early childhood education principals to improve teacher quality. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(4), 2852–2862. https://doi.org/10.31004/obsesi.v6i4.1577
Arikunto, S. (2010). Research procedures: A practical approach. Rineka Cipta.
Astini, N. K. S. (2020). The use of information technology in elementary school learning during the COVID-19 pandemic. Journal of the Quality Assurance Institute of STKIP Agama Hindu Amlapura.
Barnett, S. (2004). Better teachers, better preschool: Student achievement linked to teacher qualifications. Preschool Policy Matters, 2, 1–11.
Bendriyanti, R. P., Haryono, M., Suwarni, & Pebriani, E. (2025). Instructional leadership management of early childhood education teachers in Seluma Regency. Jurnal Gotong Royong, 2(1), 89–94. https://doi.org/10.37676/goro
Daryanto. (2011). The school principal as an instructional leader. Gava Media.
Engkoswara. (2010). Educational administration. Alfabeta.
Enueme, C. P., & Egwunyenga. (2008). Principals’ instructional leadership roles and their effects on teachers’ job performance: A case study of secondary schools in Asaba Metropolis, Delta State, Nigeria. Journal of Social Science, 16(1), 13–17.
Fakhruddin, A. U. (2018). Succeeding as an early childhood education teacher. PT Remaja Rosdakarya.
Faridah, I., & Kurniady, D. A. (2015). Teachers’ work competence, instructional leadership, and teaching performance of kindergarten teachers in Bandung City. Jurnal Administrasi Pendidikan, 22(2), 58–68.
Faturohman, N. (2021). Transformational leadership style of school principals in early childhood education (PAUD) in Serang Regency. JPP PAUD FKIP Untirta, 8(1), 111–118.
Goleman, D. (2015). Emotional intelligence: Why EI matters more than IQ. PT Gramedia Pustaka Utama.
Hilmiyah, J., Widiastuti, R. Y., Umami, Y. S., & Rosyidah, U. (2023). Analysis of the achievement of the PAUD Teacher Mobilizer Program in implementing child-centered differentiated learning. Educative: Jurnal Ilmiah Pendidikan, 1(3), 103–117. https://doi.org/10.37985/educative.v1i3.211
Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research, and practice (6th ed., International Edition). McGraw-Hill.
Kartono, K. (2006). Leadership and leadership practices. PT Raja Grafindo Persada.
Lunenburg, F. C. (2010). The principal as instructional leader. National Forum of Educational Administration and Supervision Journal, 27(4).
Mauliyah, A. (2023). Perspectives on transformational leadership in enhancing the professionalism of early childhood education teachers (PAUD). Childhood Education: Jurnal Pendidikan Anak Usia Dini, 4(1), 131–152.
Mulyasa, E. (2012). Early childhood education management. PT Remaja Rosdakarya.
Mulyasa, E. (2013). Becoming a professional school principal. PT Remaja Rosdakarya.
Nafiqoh, H. (2017). The influence of school principals’ leadership and achievement motivation on the performance of early childhood education teachers. Tunas Siliwangi, 3(1), 57–75.
Nurdin, N., & Anhusadar, L. (2020). The effectiveness of online learning for early childhood education teachers during the COVID-19 pandemic. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.31004/obsesi.v5i1.699
Nurhanisa, Firman, A., & Razak, M. (2023). The influence of principals’ leadership style, learning facilities, and teacher professionalism on the performance of early childhood education teachers in Sidenreng Rappang Regency. Jurnal Cash Flow: Jurnal Manajemen, 2(1), 82–93.
Rizali, A., et al. (2015). From conventional teachers to professional teachers. PT Gramedia Widiasarana Indonesia (Grasindo).
Robbins, S. P. (2009). Organizational behavior. PT Indeks Kelompok Gramedia.
Rozalena, R., & Kristiawan, M. (2017). Management of early childhood education learning in developing early childhood potential. JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan), 2(1), 68–82.
Sari, Y., Khosiah, S., & Maryani, K. (2020). Democratic leadership style of school principals and its effect on early childhood education teacher performance. Jurnal Golden Age, Universitas Hamzanwadi, 4(1), 20–29.
Saud, U. S. (2012). Teacher professional development. Alfabeta.
Slamet Suyanto. (2014). Foundations of early childhood education. Hikayat Publishing.
Wiguna, I. B. A. A. (2021). Leadership of early childhood education principals during the COVID-19 pandemic. Proceedings of the National Webinar IAHN-TP Palangka Raya, No. 1, 221–233.
