KEPEMIMPINAN TRANSFORMASIONAL SEBAGAI KATALISATOR KEBIJAKAN PENDIDIKAN INKLUSIF DAN KOLABORASI LINTAS PROFESI

This study aims to conceptually demonstrate the role of transformational leadership as a catalyst for inclusive education policy in Indonesia through integration with cross-professional collaboration. The method employed is a literature review with a qualitative approach to 33 journal articles indexed in Scopus, Taylor & Francis, and SINTA published between 2016 and 2026, analyzed using the interactive model of Miles, Huberman, and Saldana through data condensation, data display, and conclusion drawing. The findings indicate that the failure of inclusive education policy does not stem from deficits in individual teacher competence, but rather from bureaucratic organizational architecture that is not designed for collaboration. Transformational leadership is capable of deconstructing administrative barriers, shifting cultural paradigms, strengthening teacher resilience, and distributing leadership roles organically through intellectual stimulation and individualized consideration. Cross-professional collaboration guarded by transformational leadership transforms isolated workloads into collective responsibility, while ensuring the sustainability of inclusive education policy despite leadership turnover. The novelty of this study lies in integrating two fields that have been studied separately transformational leadership and cross-professional collaboration into a single integrative framework that offers a causal pathway for accelerating the implementation of inclusive education policy.