Journal of Education and Teaching Learning

Principal Instructional Leadership in Supporting Students’ Numeracy Development at SMP Negeri 1 Maja: Temuan wawancara dan analisis NVivo tentang kepemimpinan instruksional untuk pembelajaran numerasi

View article page

Nenah Eja Widiawati Indonesia University of Education

Taufani Chusnul Kurniatun ORCID 0009-0004-3627-1862 Indonesia University of Education

Asep Suryana ORCID 0000-0003-0242-7318 Indonesia University of Education

Publisher

PT Media Jurnal dan Pendidikan

ISSN

2986-3791

eISSN

2986-3015

Received

17 October 2026

Accepted

22 October 2026

Online

21 October 2026

Issue

Vol.4 No.2 October (2026)

Pages

1251-1254

Article ID

578

Language

English

Keywords

Abstract

This study examines how the principal of SMP Negeri 1 Maja enacts instructional leadership to support students’ numeracy learning. The article is based on interview findings involving the principal, the vice principal for curriculum, the Project-Based Learning (PjBL) coordinator, and a subject teacher, together with the reported NVivo coding and source-triangulation results contained in the research material. The findings are organized into five dimensions: setting learning direction, developing teacher competence, conducting academic supervision, using data for decision-making, and cultivating a learning culture. The school principal described numeracy as a school priority, although it is not explicitly stated in the school vision. Teacher development is supported through MGMP, learning communities, in-house training, and the PELITA program. Academic supervision is scheduled and attends to lesson planning that incorporates numeracy concepts. Assessment data and the Education Report are used as references for evaluation and continuous improvement. A collaborative learning culture is encouraged through habituation activities, numeracy practice, cross-subject collaboration, and PjBL. NVivo analysis identified 18 coded references for the instructional-leadership focus; this count represents coding frequency rather than a measure of leadership quality or student achievement. The findings indicate that instructional leadership is enacted through interconnected school programs and teaching support. However, the available data do not establish a direct causal effect on students’ numeracy outcomes.

References 10

M. Goos, V. Geiger, and S. Dole, “Numeracy across the curriculum,” in Towards Equity in Mathematics Education, H. Forgasz and A. Rivera, Eds. Springer, 2014.

OECD, PISA 2022 Results, Volume I: The State of Learning and Equity in Education. Paris, France: OECD Publishing, 2023, doi: 10.1787/53f23881-en. DOI

P. Hallinger and J. Murphy, “Assessing the instructional management behavior of principals,” The Elementary School Journal, vol. 86, no. 2, pp. 217–247, 1985.

P. Hallinger, “Leadership for learning: Lessons from 40 years of empirical research,” Journal of Educational Administration, vol. 49, no. 2, pp. 125–142, 2011, doi: 10.1108/09578231111116699. DOI

R. DuFour, “What is a professional learning community?,” Educational Leadership, vol. 61, no. 8, pp. 6–11, 2004.

A. Hargreaves and M. T. O’Connor, Collaborative Professionalism: When Teaching Together Means Learning for All. Corwin, 2018.

K. Schildkamp, C. Poortman, J. Ebbeler, and J. Pieters, “Data-based decision making for school improvement: Research insights and gaps,” Teaching and Teacher Education, vol. 86, Art. no. 102980, 2019.

P. Black and D. Wiliam, “Classroom assessment and pedagogy,” Assessment in Education: Principles, Policy & Practice, vol. 25, no. 6, pp. 551–575, 2018, doi: 10.1080/0969594X.2018.1441487. DOI

E. A. City, R. F. Elmore, S. E. Fiarman, and L. Teitel, Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Cambridge, MA, USA: Harvard Education Press, 2009.

J. A. Grissom, A. J. Egalite, and C. A. Lindsay, How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research. The Wallace Foundation, 2021.

Cite this article

Citation style

Widiawati, N. E., Kurniatun, T. C., & Suryana, A. (2026). Principal Instructional Leadership in Supporting Students’ Numeracy Development at SMP Negeri 1 Maja: Temuan wawancara dan analisis NVivo tentang kepemimpinan instruksional untuk pembelajaran numerasi. Journal of Education and Teaching Learning, 4(2), 1251–1254. https://doi.org/10.59211/j.educ.teach.learn..v4i2.578

Loading the PDF…

Download Article page