Assertive Leadership Strategies of School Principals in Enhancing Teachers’ Professional Competence in Banjarharjo Junior High Schools

Abstract

 Assertive leadership is regarded as a middle ground between authoritarian and permissive styles, yet its application in the management of junior secondary schools remains rarely examined empirically. This qualitative case study examines how headteachers apply assertive leadership to strengthen teachers’ professional competence at SMP Negeri 4 Banjarharjo and SMP Bustanul Falah in Banjarharjo District, Brebes Regency. Data were collected through in-depth interviews with 22 informants, classroom observations, and document review, then analysed using an interactive model of data condensation, data display, and conclusion drawing, supported by source and method triangulation. The findings show that assertive leadership operates through planning, organising, implementation, and supervision, through open communication, respect for teachers’ opinions, prudent decision-making, follow-up training, and supervision with feedback. The two schools have different needs: strengthening instructional innovation and providing basic support for classroom management. Assertive leadership therefore bridges school improvement goals with respect for teachers’ professionalism.