Principal's Strategies in Enhancing Teacher Professionalism to Face the Deep Learning Curriculum in Grades IV & V of Pasir Panjang Public Elementary School

Abstract

This study is backgrounded by the shift to the Deep Learning Curriculum, which demands teachers to possess both pedagogical and professional competencies. This curriculum emphasizes deep understanding through mindful, meaningful, and joyful learning, as well as the development of eight 21st-century competencies. However, its implementation faces challenges such as time constraints, administrative burdens, varying levels of teacher understanding, and limited facilities, making the role of the school principal crucial in fostering teacher professionalism. The research questions in this study examine the principal’s strategies at SDN Pasir Panjang in enhancing teacher professionalism, the implementation of the Deep Learning Curriculum, and the obstacles faced alongside the efforts made to address them. A qualitative case study method was employed at SDN Pasir Panjang. Data were collected through 3-month observations, in-depth interviews with the school principal and teachers, and documentation. Data analysis was conducted through data reduction, data display, and drawing conclusions, with validity tested via source and technique triangulation. The results indicate that the implementation of the Deep Learning Curriculum has only been carried out in Grades IV and V. The school principal provides guidance, internal training, academic supervision, and teacher learning communities. Learning has shifted to become student-centered, making students more active, while teachers have begun to apply Problem-Based Learning (PBL) and authentic assessment.