Role of School Organizational Support in Promoting Teacher Leadership at Elementary School

Abstract

This study examines how organizational support is experienced in teacher leadership at SD Muhammadiyah Pajangan 2. A descriptive qualitative single-case study involved three informants: the principal, one lower-grade classroom teacher, and one upper-grade classroom teacher. Data were collected through semi-structured interviews, non-participant observation, and documents, then analyzed through data reduction, data display, and conclusion drawing, with ATLAS.ti used for open coding. Four connected forms of support were identified. Fair task allocation and participation in decisions gave teachers access to responsibility; principal trust, delegation, and non-blaming feedback made initiative less risky; formal and informal recognition encouraged continued contribution; and facilities, open communication, and regular coordination supported joint problem solving. These conditions did not remove every constraint. Participants reported uneven perceptions of workload, concerns about welfare, unstable internet access, the absence of a science laboratory, and differences in teacher participation. Within this case, teacher leadership developed through routine practices of consultation, trust, recognition, and collaboration rather than through individual competence alone.