STRATEGI KEPALA SEKOLAH DALAM PENERAPAN TEACHER EMPOWERMENT LEADERSHIP UNTUK MEMBANGUN KEMANDIRIAN PROFESIONAL GURU

Abstrak

Pemberdayaan guru merupakan salah satu pendekatan strategis dalam meningkatkan mutu pendidikan di tengah dinamika perubahan paradigma kepemimpinan sekolah abad ke-21. Peran kepala sekolah tidak lagi terbatas pada fungsi administratif dan manajerial, melainkan berkembang sebagai pemimpin pembelajaran yang berorientasi pada penguatan kapasitas profesional guru. Guru yang diberdayakan memiliki kesempatan lebih luas untuk mengembangkan potensi, mengambil keputusan pedagogis secara mandiri, serta berpartisipasi aktif dalam pengelolaan dan pengembangan sekolah. Kondisi tersebut dinilai penting karena kemandirian dan profesionalisme guru berpengaruh langsung terhadap kualitas proses dan hasil pembelajaran. Artikel ini bertujuan untuk mengkaji secara komprehensif konsep teacher empowerment leadership dalam konteks pendidikan, menjelaskan kemandirian guru sebagai indikator profesionalisme dan otonomi pedagogis, serta menguraikan strategi pemberdayaan yang dapat diterapkan oleh kepala sekolah. Selain itu, artikel ini juga membahas implikasi pemberdayaan guru terhadap motivasi kerja, kepuasan kerja, dan pertumbuhan profesional berkelanjutan. Pendekatan penelitian yang digunakan adalah studi kepustakaan dengan menelaah berbagai buku dan artikel ilmiah yang relevan dengan topik kepemimpinan pendidikan dan pengembangan profesional guru. Hasil kajian menunjukkan bahwa penerapan kepemimpinan pemberdayaan melalui pelimpahan wewenang, pemberian penghargaan, serta pelibatan guru dalam proses pengambilan keputusan mampu menciptakan iklim sekolah yang kondusif. Iklim tersebut mendorong tumbuhnya otonomi pedagogis, rasa tanggung jawab profesional, dan komitmen guru terhadap pengembangan diri. Dengan demikian, teacher empowerment leadership dapat dipandang sebagai pendekatan kepemimpinan yang efektif dalam membangun kemandirian profesional guru dan meningkatkan kualitas pendidikan secara berkelanjutan.

Teacher empowerment is recognized as a strategic approach to improving educational quality in the context of the evolving paradigm of school leadership in the twenty-first century. The role of the principal is no longer limited to administrative and managerial functions, but has expanded to include instructional leadership focused on strengthening teachers’ professional capacities. Empowered teachers are more likely to develop their potential, exercise autonomy in pedagogical decision-making, and actively participate in school management and development. These conditions are essential, as teacher autonomy and professionalism have a direct impact on the quality of teaching and learning processes. This article aims to provide a comprehensive examination of teacher empowerment leadership in educational settings, to explain teacher autonomy as an indicator of professionalism, and to describe empowerment strategies that can be implemented by school principals. In addition, the article discusses the implications of teacher empowerment for work motivation, job satisfaction, and sustainable professional growth. The study adopts a library research method by analyzing a range of academic books and scholarly articles related to educational leadership and teacher professional development. The findings indicate that the implementation of empowerment leadership through delegation of authority, recognition of teachers’ contributions, and involvement of teachers in decision-making processes contributes to the creation of a supportive school climate. Such a climate encourages the development of pedagogical autonomy, professional responsibility, and continuous professional improvement among teachers. Therefore, teacher empowerment leadership can be considered an effective leadership approach for fostering teachers’ professional independence and enhancing the overall quality of education in a sustainable manner. Teacher empowerment is a crucial strategy for improving educational quality in response to the changing paradigm of school leadership. Principals are no longer viewed solely as administrative managers, but also as instructional leaders who are responsible for developing teachers’ professional capacities. Empowered teachers tend to demonstrate greater autonomy in pedagogical decision-making, stronger commitment to professional development, and active involvement in school management. This article aims to examine the concept of teacher empowerment leadership, teacher autonomy as an indicator of professionalism, empowerment strategies implemented by principals, and their implications for teacher motivation and job satisfaction. This study employs a library research method through the analysis of relevant academic literature. The findings indicate that delegation of authority, recognition, and teacher participation in decision-making play a significant role in strengthening pedagogical autonomy and fostering sustainable professional growth.