Visionary Leadership In Improving The Quality Of Education

Abstract

The rapid advancements in globalization and technology have placed increasing demands on educational institutions to prepare students with critical 21st-century skills such as critical thinking, creativity, collaboration, and communication. In this context, visionary leadership is essential to guide schools in addressing challenges and adapting to changing demands. This study aims to analyze the role of visionary leadership in improving the quality of education, focusing on strategies such as human resource development, parental engagement, curriculum innovation, and infrastructure enhancement. Using a qualitative descriptive approach, this research adopts a naturalistic methodology to explore the leadership practices at SMPIT Permata Mojokerto. Data were collected through in-depth interviews, participant observation, and document analysis. The sample, selected via purposive sampling, included the school principal, vice principals, teachers, parents, and committee representatives. Data were analyzed through reduction, presentation, and conclusion drawing, verified by triangulating multiple data sources.

The findings reveal that visionary leadership significantly contributes to institutional progress through strategic planning and inclusive practices. The principal effectively functions as a direction determiner, change agent, spokesperson, and coach, fostering collaboration among stakeholders. Results include improved teacher competencies, increased parental involvement, the implementation of differentiated learning, and enhanced school infrastructure, leading to higher educational outcomes. This research highlights the critical role of visionary leadership in creating adaptive and inclusive educational environments. The implications underscore the importance of leadership training programs and policy support to replicate and sustain such strategies across other educational settings, ensuring broader impact on educational quality nationwide.