Actualization of Principal's Visionary Leadership in Improving Teacher Skills in Managing Learning Innovations in Senior High Schools

Abstract

Visionary leadership in the world of education can be interpreted as the principal's leadership style in pursuing the academic unit's vision so that it can be achieved together with the staff and teachers for their performance. This study uses a qualitative design with a triangulation approach. Based on the findings obtained from the results of the research conducted, it can be concluded that the principal's actualization in translating the two schools' vision has been carried out and has become one of the essential elements in the visionary ability of the principal. The strategy of the two principals in anticipating possible changes in learning innovation is carried out with several efforts, including supervising teachers, conducting performance assessments, meeting teacher needs, and carrying out evaluations and follow-ups of all efforts made to determine the impact of these efforts on prevention—possible changes in learning innovation in the Education unit. The actualization of the principal's vision as a good communicator is evidenced by the principal's efforts, including how the principal is socializing, transforming, and implementing the invention in developing learning innovations. The actions of the two schools to stimulate and motivate teachers to implement innovative learning have been carried out and become one of the essential elements in the visionary ability of school principals. The profiles of teachers' skills in both schools in managing learning innovation align with several efforts made by school principals to increase learning innovation through visionary leadership.