LEADERSHIP OF SCHOOL PRINCIPALS IN ENHANCING TEACHERS' PROFESSIONAL COMPETENCE IN THE ERA OF 4.0: A LITERATURE REVIEW PERSPECTIVE

Abstract

In the current era of digitalization, the role of the principal as a leader becomes crucial in empowering and coaching teachers, fostering active engagement in improving human resource management. To ensure the development of high-quality educational outcomes, principals must align their guidance with the needs and advancements of the times, aiming for effective, efficient, productive, and accountable educational goals. However, the reality on the ground reveals that many teachers still face challenges in mastering technology to support the learning process in this digital era, resulting in obstacles to improving the quality of education in schools. In addition to the principal's responsibility in developing teacher competencies, particularly professional competence, which refers to the teacher's broad and in-depth mastery of subject matter, principals themselves must also engage in self-improvement and growth while leading their teachers. The ever-evolving era demands that principals keep pace with their teachers in meeting the challenges of digitalization. In addition to enhancing their management abilities, principals are expected to upgrade teacher competence, especially professional competence. However, this task is not without its challenges. Principals must navigate the complexity of changing teachers' paradigms to become true learners, while also considering the age factor of both principals and teachers, which presents a unique challenge in the era of the fourth industrial revolution. Principals and teachers who possess high resilience can effectively learn and adapt to thrive in this era. Therefore, principals adopt various strategies to support teacher development, one of which involves establishing a teacher school. This initiative encompasses both training and non-training activities, aiming to enhance teacher professional competence.