“As leaders, we do not need to be afraid. What matters most is how we build good communication with teachers and continue developing a growth mindset,” said Jemi.
Taking on the responsibility of serving as an acting school principal at a relatively young age is not an easy task. The challenge becomes even greater when leading a school with a large student population and a wide range of management and educational responsibilities.
This was the situation Jemi faced. Having served as an acting principal for only one month, he found himself navigating various challenges that required strong leadership, effective communication, and sound decision-making. Although he had previously served as vice principal and maintained positive relationships with his colleagues, stepping into the role of the school’s highest leader presented a different set of responsibilities.
On one hand, he was responsible for leading senior teachers with years of experience in education. On the other hand, he also needed to support younger teachers and education personnel who were still developing their professional capacities. This situation left him uncertain at times, caught between maintaining existing practices and introducing new approaches to school improvement.
“To be honest, I felt somewhat awkward at first. I was unsure whether I should continue following established practices or start introducing new ideas. Since I had only recently taken on the position and time was limited, I often hesitated when making decisions,” he recalled.
A turning point in Jemi’s leadership journey came when he participated in a principal professional development from KREASI Ketapang . Through a series of learning sessions and discussions with fellow school principals, he gained new perspectives on the role of a leader in managing change.
The experience helped him realize that many of his concerns stemmed from misconceptions about leadership. He began to understand that leaders do not need to have all the answers or face challenges alone. Instead, effective leadership is built on open communication, teamwork, and creating opportunities for collaboration in finding solutions.
“I realized that many of my assumptions about leadership needed to change. Through this training, my perspective broadened significantly. I learned that leaders do not need to be afraid. The most important thing is to build good communication,” he said.
One of the lessons that left the strongest impression on Jemi was the concept of a growth mindset. Through this approach, he learned to see challenges as opportunities for growth and to recognize that every individual has the potential to learn and improve continuously.
This understanding changed the way he viewed leadership and team development. Rather than seeing less active or less engaged teachers as a problem, he began to view them as individuals who could be supported, listened to, and empowered to grow alongside the rest of the school community.
Armed with these new insights, Jemi is determined to begin his leadership journey by strengthening communication and building a shared vision among all school staff. He plans to organize meetings with teachers to develop a common understanding of the school’s goals and foster a more collaborative working culture.
Jemi’s story demonstrates that leadership is not only about giving direction. It is also about having the courage to keep learning, reflecting, and growing alongside others. The uncertainty that marked his first steps as a school leader has gradually been replaced by confidence and optimism. He now believes that meaningful change begins with effective communication, a willingness to learn, and the courage to view every challenge as an opportunity for growth.
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KREASI (Collaboration for the Education of Indonesian Children) is a program to improve the quality of education by strengthening literacy, numeracy, and character education. KREASI in Ketapang is managed by Save the Children and implemented by Majelis Dikdasmen dan PNF PP Muhammadiyah, with funding from the Global Partnership for Education (GPE), as well as support from the Government of Ketapang and Indonesia’s Local Education Group, led by the Ministry of Primary and Secondary Education (Kemendikdasmen) and the Ministry of Religious Affairs (Kemenag).
Writer: Afriyandi Nur Huda | Editor: Andika Ramadhan | Photo: Afriyandi Nur Huda/KREASI/Majelis Dikdasmen dan PNF PP Muhammadiyah/Save the Children