From Instructional Leadership to Professional Learning Communities: Strengthening Literacy and Numeracy in Indonesian Elementary Schools
DOI:
https://doi.org/10.58230/ijier.v3i1.690Keywords:
Instructional Leadership, Professional Leaning Communities, Literacy, Numeracy, Elementary EducationAbstract
This study examines how instructional leadership contributes to professional learning communities (PLCs) in strengthening literacy and numeracy practices in an Indonesian elementary school. A qualitative case study was conducted at SD Negeri Ngempon 02 Bergas, Semarang Regency, involving 11 educational personnel. Data were collected through in-depth interviews, passive participatory observations, and document analysis and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that instructional leadership established shared literacy and numeracy priorities, facilitated teacher collaboration, encouraged instructional innovation, and provided developmental supervision and constructive feedback. These practices fostered PLCs characterized by professional dialogue, knowledge sharing, collective problem solving, peer support, and reflective practice. Collaborative professional learning was translated into student-centered literacy and numeracy instruction through reading habituation, contextual numeracy activities, problem-based learning, and concrete instructional media. The study concludes that instructional leadership strengthens literacy and numeracy by fostering PLCs that enhance teachers’ collective professional capacity and support continuous instructional improvement.
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