Principal’s Strategy in Fostering a Literacy and Numeracy School Culture at SDN Setono Surakarta

Abstract

Low literacy and numeracy among Indonesian elementary school students call for school leadership that embeds both competencies in daily school life. This study aims to describe the principal’s strategy in fostering a literacy and numeracy school culture at SDN Setono Surakarta, including supporting factors, obstacles, and solutions. A descriptive qualitative approach with a case study design was used. Data came from five informants (the principal as key informant, two teachers, and two students), complemented by documents such as the school work plan and report cards. Data were collected through semi-structured interviews, direct observation, and document review, validated through source and methodological triangulation, and analyzed using the Miles and Huberman interactive model. Four strategies emerged from synthesizing interview, observation, and documentation data: program planning based on student needs, program implementation and organization, utilization of the school environment as a learning resource, and monitoring and evaluation. Adequate facilities, teacher consistency, and parental involvement supported these strategies, while differences in student ability and low reading interest remained obstacles. The study concludes that a literacy and numeracy culture grows when the principal links planning, people, resources, and evaluation, offering practical implications for elementary school leadership.