Implementation of Transformational Leadership by School Principals in Improving Education Quality

This study aims to analyze the impact of transformational leadership by school principals on improving educational quality through teacher empowerment and pedagogical competence at the Sekolah Menengah Pertama (SMP) Komisariat Parung, Kabupaten Bogor. The research uses a quantitative approach with a correlational method, involving 120 teachers from four public and private SMPs. Data collection was done using a questionnaire based on indicators of teacher empowerment, pedagogical competence, and teaching productivity. The results of multiple linear regression analysis show that teacher empowerment by school principals has a significant impact on teaching productivity with a coefficient of 0.536 (p < 0.01), while pedagogical competence also significantly contributes with a coefficient of 0.462 (p < 0.01). Simultaneously, both variables explain 69.8% of the variability in teaching productivity. These findings indicate that a combination of inspirational leadership and capacity building for teachers significantly enhances the quality of teaching. The discussion reveals that school principals play a strategic role as change agents in fostering a culture of quality through transformational leadership. Effective empowerment and enhancement of teacher competence are key to achieving innovative and meaningful learning. The study recommends leadership training for principals and pedagogical strengthening programs for teachers as strategies for sustainable educational quality improvement.