Instructional Leadership Challenges and Strategies in Improving Teacher Professionalism in Vocational High Schools

Abstract

This study investigates instructional leadership challenges and strategies in enhancing teacher professionalism at SMKN 1 and SMKN 2 Tembilahan, Indragiri Hilir Regency. It aims to describe and analyze: (1) the challenges faced by principals’ instructional leadership in improving teacher professionalism; and (2) the strategies implemented by principals to address these challenges. Using a qualitative descriptive design, this research involved principals, vice principals for curriculum affairs, and teachers as subjects. Data were collected through interviews, observations, and documentation, and analyzed with Miles, Huberman, and Saldaña’s interactive model comprising data condensation, data display, and conclusion drawing and verification. The findings show multidimensional internal and external challenges. At SMKN 1, internal challenges include limited facilities and internet access, low ICT competence, dominance of lecture-based teaching, and high workload, while external constraints relate to limited supporting facilities, unequal access to training, and suboptimal implementation of the Merdeka Curriculum. At SMKN 2, internal challenges involve inconsistent supervision, limited laboratories and simulation software, technical disruptions, and low participation in training, accompanied by disparities in facilities, limited industrial training, and suboptimal industry MoUs and CSR support. Principals’ adaptive, collaborative, and reflective strategies strengthen teacher professionalism and support sustainable improvement in vocational high schools.