Agile Leadership-Based Principal Leadership: Collaborative Culture Transformation And Its Impact On Improving Teachers' Adaptive Performance In The Era Of Impactful Curriculum
Keywords:
School Leadership, Agile Leadership, Collaborative Culture Transformation, Teacher Adaptive Performance Improvement, Impactful Curriculum
Abstract
This study aims to describe the role of Agile Leadership in enhancing teachers’ adaptive performance in secondary schools through active participation, collaboration, and rapid feedback systems. The study was conducted to address the challenges of implementing the Impactful Curriculum, which requires teachers to act as reflective and innovative learners. This research employed a qualitative approach using a case study design, carried out in a senior high school that applies Agile Leadership principles. Data were collected through in-depth interviews with the principal, teachers, and curriculum development team, observations of leadership practices and teacher collaboration dynamics, as well as document analysis of school policies. Data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings reveal that the application of Agile Leadership fosters a collaborative and adaptive work environment through reflective forums and cross-subject teams. Teachers’ participation in decision-making nurtures a sense of ownership toward school policies and reduces resistance to change. Moreover, the pedagogical experimentation culture built through the agile approach enhances teachers’ adaptability and innovation, thereby strengthening a sustainable learning culture within the school. These findings highlight the importance of agile, participatory, and reflective leadership in navigating the dynamics of 21st-century education.
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Lundqvist, C., & Westerlund, S. (2024). Principals’ enactment of policy on research-based education: Interpreting and facilitating policy in local school settings in Sweden. Scandinavian Journal of Educational Research, 68(2), 320–339.
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Melewar, T. C. (n.d.). “The book Entrepreneurial Innovation in the International Business of Tourism, edited by María Jesús Jerez‑Jerez and Pantea Foroudi, stands as an exemplar in the realm of tourism studies. Seamlessly interweaving empirical research with profound insights, .
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Meyer, A., Hartung-Beck, V., Gronostaj, A., Krüger, S., & Richter, D. (2023). How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives. Journal of Educational Change, 24(3), 425–455.
Nasir, M., & Nazar, M. (2026). Negotiating Tradition and Modernity: An Ethnographic Study of Leadership and Collaboration in Acehnese Islamic Higher Education. The Qualitative Report, 31(1), 4999–5025. https://doi.org/https://doi.org/10.46743/2160-3715/2026.7834
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Özen, H., & Yavuz, P. (2024). A theoretical analysis for resilience: Developing a complex adaptive leadership model in schools. Anadolu Eğitim Liderliği ve Öğretim Dergisi, 12(1), 49–72.
Özgenel, M., Yazıcı, Ş., & Asmaz, A. (2022). The mediator role of organizational justice in the relationship between school principals’ agile leadership characteristics and teachers’ job satisfaction. Frontiers in Psychology, 13, 895540.
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Published
2026-02-19
How to Cite
Kurnianto, D. B., Rosid, M. H. A., & Santoso, B. (2026). Agile Leadership-Based Principal Leadership: Collaborative Culture Transformation And Its Impact On Improving Teachers’ Adaptive Performance In The Era Of Impactful Curriculum. GHAITSA : Islamic Education Journal , 7(1), 155-174. https://doi.org/10.62159/ghaitsa.v7i1.2474
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Articles
Copyright (c) 2026 Denny Bhekti Kurnianto, Moh Harun Al Rosid, Budi Santoso
This work is licensed under a Creative Commons Attribution 4.0 International License.
