Peran Kepemimpinan Transformasional Kepala Sekolah dalam Membangun Budaya Inklusif di SDN 003 Sangkulirang

Abstract

Inclusive education promotes equal access to quality education and respect for student diversity, supported by responsive school leadership. This study aims to describe how a school principal interprets transformational leadership, the strategies and practices implemented, and the supporting and inhibiting factors in building an inclusive culture at Sangkulirang 003 Public Elementary School. A qualitative approach with a single case study design was employed. Data were collected through in-depth interviews, participant observation, and documentation involving ten informants, including the principal, teachers, education staff, parents, students, and a school committee member. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data reduction, data display, and conclusion drawing, with credibility maintained through source and method triangulation. Findings show that the principal interprets transformational leadership as an effort to reshape the values and mindset of school members toward diversity, realized through strengthening teacher competence, differentiated instruction, assessment adaptation, and collaboration with parents and the school committee. Supporting factors include harmonious social relations, while inhibiting factors include limited facilities, the absence of Special Assistant Teachers, and low teacher competence. Transformational leadership is concluded to play a crucial role in strengthening inclusive culture through value reinforcement, educator capacity building, and stakeholder involvement.