SITUATIONAL LEADERSHIP OF SCHOOL PRINCIPALS BASED ON LOCAL WISDOM VALUES TO ENHANCE TEACHER PERFORMANCE

JKPI: Jurnal Konseling Pendidikan Islam P–ISSN: 2655-9692 E-ISSN: 2746-5977 Vol.7, No. 2, Mei 2026 SITUATIONAL LEADERSHIP OF SCHOOL PRINCIPALS BASED ON LOCAL WISDOM VALUES TO ENHANCE TEACHER PERFORMANCE *1 Yumeng Yunggin, 2Juharyanto, 3Ahmad Nurabadi *1,2,3 Universitas Negeri Malang *1 Email: , , 3 Abstract This study aims to analyze the situational leadership of school principals based on local wisdom values bopakot (deliberation), kadangan (mutual cooperation), hormat daulun muntuo (mutual respect), and semangat dangan gari (sense of kinship) in improving teacher performance at SDN 001 Tana Tidung. The main focus of the study is how the principal adapts leadership styles to teachers’ characteristics, situational conditions, and local cultural values that serve as the foundation for building teachers’ professionalism and work ethic. This research employs a qualitative approach with a case study design, utilizing in-depth interviews, observations, and documentation studies. Data analysis follows an interactive model consisting of data reduction, data display, and conclusion drawing or verification. The findings indicate that the principal implements a flexible leadership model by integrating local values such as bopakot, kadangan, hormat daulun muntuo, and semangat dangan gari. This strategy has a positive impact on enhancing teachers’ motivation, discipline, and instructional quality. In conclusion, situational leadership grounded in local wisdom is proven to be effective in strengthening teacher performance while simultaneously preserving the cultural identity of SDN 001 Tana Tidung. Keywords: Situational leadership, school principal, local wisdom, Tana Tidung, teacher performance. Abstrak Penelitian ini bertujuan untuk menganalisis kepemimpinan situasional kepala sekolah berbasis nilai kearifan lokal bopakot (musyawarah), kadangan (gotong royong), hormat daulun muntuo (saling menghormati) dan semangat dangan gari (kekeluargaan) dalam meningkatkan kinerja guru di SDN 001 Tana Tidung. Fokus utama yang diangkat adalah bagaimana kepala sekolah menyesuaikan gaya kepemimpinan dengan karakteristik guru, situasi, dan budaya lokal yang menjadi landasan dalam membangun profesionalisme dan etos kerja guru. Metode penelitian menggunakan pendekatan kualitatif dengan desain studi kasus melalui wawancara mendalam, observasi, dan studi dokumentasi, sedangkan analisis data menggunakan model interaktif yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan model kepemimpinan fleksibel dengan mengintegrasikan nilai-nilai lokal seperti bopakot, kadangan, hormat daulun muntuo dan semangat dangan gari. Strategi ini berdampak positif terhadap peningkatan motivasi, disiplin, serta kualitas pembelajaran guru. Kesimpulannya, kepemimpinan situasional berbasis kearifan lokal 964 Lisensi Creative Commons Atribusi 4.0 Internasional terbukti efektif dalam memperkuat kinerja guru sekaligus menjaga identitas budaya sekolah SDN 001 Tana Tidung. Kata kunci: Kepemimpinan situasional, kepala sekolah, kearifan lokal, Tana Tidung, kinerja guru. INTRODUCTION Education is a crucial aspect in shaping the quality of human resources (Anwar, 2020). Schools, as educational institutions, play a central role in improving the quality of education and developing students’ potential. Teacher performance is a key factor in determining the success of the educational process, as teachers are directly responsible for managing classroom learning (Munawir et al., 2022; Masut et al., 2025). Teachers with strong performance are able to create a conducive learning environment and enhance students’ learning motivation. Without optimal teacher performance, educational goals are difficult to achieve, even when adequate facilities and infrastructure are available (Hamid, 2020; Ratnasari, 2019). Therefore, improving the quality of teacher performance must be a top priority in all efforts to enhance educational quality. In Indonesia, one of the major challenges in the education sector is improving teacher performance. Teacher performance refers to the tangible abilities and skills demonstrated by teachers in carrying out their duties as educators (Sulastri et al., 2020; Masut & Sunarni, 2024). Teacher performance is not limited to mastery of subject matter but also includes the ability to design and manage learning, build positive relationships with students, and collaborate with colleagues (Syarafudin & Ikawati, 2020; Juharyanto et al., 2023). Consequently, improving teacher performance is a critical factor that must be addressed in efforts to achieve higher educational quality. Teacher performance can be assessed through various indicators that serve as benchmarks for evaluating teachers’ work outcomes. Piet A. Suhertian (as cited in Ambarita, 2015:105) explains that teacher performance standards are related to the quality of teachers in performing their duties, such as: (1) working with students individually; (2) preparation and lesson planning; (3) utilization of instructional media; and (4) effective leadership from the school principal. In this context, the principal plays an essential role in providing guidance, training, and professional development for teachers, as well as in creating a school climate that supports performance improvement. Effective principal leadership can foster an environment that encourages teacher innovation and creativity in carrying out their professional responsibilities (Yulmasita Bagou & Suking, 2020; Dwi et al., 2021). One leadership approach considered relevant to improving teacher performance is situational leadership. The concept of situational leadership refers to a leader’s ability to adapt leadership styles to existing situations and conditions, including the characteristics of subordinates, the challenges faced, and the evolving environmental context (Diwiyani & Sarino, 2018). In educational settings, situational leadership can be applied by school principals to address the diverse challenges that arise in efforts to enhance teacher performance. 965 Situational leadership, first introduced by Paul Hersey and Ken Blanchard in the 1960s, emphasizes that there is no single leadership style that is suitable for all situations (Syarifudin et al., 2023). Instead, effective leadership styles must be aligned with the readiness and competence levels of followers (Khoironi & Hamid, 2020; Syarifudin et al., 2023). In the educational context, principals as leaders must be able to identify the needs and conditions of each teacher in order to determine the most effective leadership strategy. This includes providing more directive guidance to teachers who still require support, as well as delegating greater responsibility to teachers who demonstrate high levels of independence and competence (Bizany, 2024). The situational leadership approach is particularly relevant in addressing the challenges faced (...truncated)