A phenomenological study of a school principal’s policies in facilitating teachers’ professional transformation

Abstract

Educational changes driven by curriculum reform, technological development, and policy adjustments require school leaders to facilitate adaptive transformation among teachers. This study aims to explore how school principal policies facilitate teachers’ professional transformation at SMAN 1 Merangin. A qualitative phenomenological approach was employed, involving the principal and teachers as research participants. Data were collected through interviews, observations, and documentation, and were analyzed thematically to understand participants’ lived experiences. The findings revealed that the principal facilitated teachers’ professional transformation through the strengthening of professional discipline and shared values, teacher capacity development, collaborative supervision and reflection, and the promotion of deep learning practices. Teachers experienced these policies as opportunities for professional growth rather than merely administrative requirements. However, their adaptation varied according to professional experience, technological readiness, infrastructure availability, and organizational culture.