SCHOOL PRINCIPALS ' AGILE LEADERSHIP MANAGEMENT TO IMPROVE THE QUALITY OF HIGH SCHOOL TEACHERS

Abstract

The background to this research, the existence of limited resources, whether in terms of time, funds, or personnel, the absence of an organizational culture that supports involvement, innovation, and joint learning may also need to be considered in improvement efforts. Research objectives. To know planning, organizing, implementing, monitoring, obstacles, solutions, knowing results or products, knowing the relevance of value system management. The results of the research show that school principals focus on building an organizational culture that is responsive, adaptive, and creates a Sense of Belonging among teachers. Obstacles include lack of support and policies, limited resources, and resistance to change. The solution involves active communication, leadership training, and holistic change management. Agile Leadership management provides positive impacts, including teacher involvement, effective change management, and teacher well-being. The integration of theological, ethical, aesthetic, logical, physical-physiological and teleological values has a positive impact in improving teacher quality and educational outcomes. Strategic steps include strengthening ethics, innovating teaching methods, strategic planning, and improving teacher welfare. In conclusion, Agile Leadership management has resulted in positive changes in teacher quality and educational outcomes. The principal emphasizes an organizational culture that is responsive, adaptive, and values flexibility. Focusing on Sense of Belonging, team collaboration, leadership training, and teacher welfare are the main foundations for improving teacher quality. The integration of values in a holistic approach also proves its positive impact, creating a dynamic, results-oriented learning environment and promoting sustainable growth in the educational community. Recommendations, Recommendations from the Education Department, development of creative supervision programs by school supervisors, application of research results as a basis for improvement by school principals, as well as active participation of teachers in professional development using research results as a guide and planning learning activities according to the school's vision and mission. Subsequent research provides more specific recommendations, with an emphasis on evaluating the impact of implementing recommendations.