The Model of Principal s Instructional Leadership Realizing Meaningful Learning in Primary Schools

This study aims to explore how a principal implements instructional leadership practices as the primary conceptual framework for realizing meaningful learning in an elementary school. The research employed a qualitative case study approach, with data collected through semi-structured interviews. The participants included the principal, four teachers, and four students. Data were analyzed qualitatively using the thematic analysis model developed by Naeem et al. (2023) , which involves selecting relevant statements, coding, identifying themes, and constructing a conceptual framework. The trustworthiness of the data was ensured through source triangulation. The findings indicate that the principal’s instructional leadership plays a significant role in fostering meaningful learning in elementary schools. The conceptual framework of instructional leadership identified in this study highlights the interconnection between formulating a clear learning vision, empowering teachers and educational staff, openness to instructional innovation, conducting continuous supervision, and creating a positive learning environment as key factors supporting meaningful learning. This study contributes to the development of instructional leadership scholarship, particularly within the context of elementary education, and offers a practical model that can be utilized to support the implementation of meaningful learning in schools.