Principal Leadership as a Driver of Early Childhood Teacher Competency: A Systematic Literature Review
DOI: https://doi.org/10.26618/zbmjpp49
Principal Leadership, Early Childhood Education, Teacher Competency, Academic Supervision, Systematic Literature Review
Abstract
Early childhood teacher competency remains a critical issue in efforts to improve the quality of early childhood education, particularly because teachers are central to children’s cognitive, social, emotional, and moral development. Principal leadership is widely recognized as a strategic factor in strengthening teacher professionalism; however, empirical findings on its role in developing early childhood teacher competency remain fragmented across studies. This study aims to analyze the role of principal leadership in improving early childhood teacher competency and to identify leadership strategies that are most effective in supporting teacher professional development. This study employed a systematic literature review with a descriptive synthesis approach. The data sources consisted of nine peer-reviewed scientific articles indexed in SINTA 2 and SINTA 3, published between 2019 and 2025, and retrieved through Google-based searches. Article selection was conducted using predetermined inclusion and exclusion criteria, while data were analyzed through systematic content analysis to identify recurring themes, leadership roles, and strategic patterns. The findings indicate that principals contribute to teacher competency development through their roles as academic supervisors, motivators, facilitators, instructional leaders, transformational leaders, servant leaders, empowering leaders, and collaborative leaders. The most prominent strategies include academic supervision, technology-based supervision, teacher empowerment, continuous professional development, workshop facilitation, learning communities, performance evaluation, and the creation of a collaborative and supportive work climate. This study concludes that effective principal leadership substantially enhances early childhood teacher competency and contributes to improved learning quality. The novelty of this study lies in its systematic synthesis of leadership roles and strategies specifically within early childhood education. The findings contribute to educational leadership scholarship and provide practical guidance for policy formulation, school leadership development, and teacher competency improvement programs.
References
1. Amellia, M., & Nukman, M. (2025). Analisis Kesulitan Guru dalam Penggunaan Media Pembelajaran Digital. Murhum : Jurnal Pendidikan Anak Usia Dini, 6(2), 179–190. https://doi.org/10.37985/murhum.v6i2.1512
2. Angraini, R., Tiara, M., & Waldi, A. (2019). Jurnal Etika Demokrasi Penggunaan Media Gambar dalam Menanamkan Nilai-nilai Pancasila pada Anak Usia Dini. In Jurnal Etika Demokrasi Pendidikan Pancasila dan Kewarganegaraan (Vol. 4, Number 1). https://doi.org/https://doi.org/10.26618/jed.v4i1.2084
3. Anwar, R. N., Mulyadi, M., & Soleh, A. K. (2022). Kepemimpinan Transformasional Kepala PAUD untuk Meningkatkan Mutu Pendidik. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(4), 2852–2862. https://doi.org/10.31004/obsesi.v6i4.1577
4. Aurilia, D., Putra, Z. H., Hermita, N., & Corpiady, J. (2025). Didaktik : Jurnal Ilmiah pgsd fkip universitas mandiri strategi pengumpulan data kualitatif dalam penelitian implementasi kebijakan pendidikan dengan metode SYSTEMATIC LITERATURE REVIEW (SLR).
5. Azizatul Mu’arrofah, F., Widiatsih, A., & Afandi, A. (2025). Implementasi Supervisi Model Ilmiah Berbasis Google Form oleh Kepala Sekolah di PAUD. Murhum : Jurnal Pendidikan Anak Usia Dini, 6(1), 1029–1040. https://doi.org/10.37985/murhum.v6i1.1368
6. Benedikta Jenahat, P., Rihendra Dantes, K., & Putu Wisna Ariawan, I. (2025a). Implementasi Kepemimpinan Kepala Sekolah Berbasis Budaya Lonto Leok di Taman Kanak-Kanak. Murhum : Jurnal Pendidikan Anak Usia Dini, 6(1), 360–374. https://doi.org/10.37985/murhum.v6i1.1213
7. Benedikta Jenahat, P., Rihendra Dantes, K., & Putu Wisna Ariawan, I. (2025b). Implementasi Kepemimpinan Kepala Sekolah Berbasis Budaya Lonto Leok di Taman Kanak-Kanak. Murhum : Jurnal Pendidikan Anak Usia Dini, 6(1), 360–374. https://doi.org/10.37985/murhum.v6i1.1213
8. Borg, F., Winberg, M., Gericke, N., & Borg, J. (2025). Principals’ views and reported actions on sustainability from a whole school approach perspective: a comparative study of eco- and non-eco-certified preschools in Sweden. Environmental Education Research, 31(5), 897–919. https://doi.org/10.1080/13504622.2025.2465716
9. Brandisauskiene, A., Cesnaviciene, J., Bredikyte, M., & Sabaliauskiene, R. (2024). The Quality of Early Childhood Curricula and Distributed Leadership in Lithuanian ECEC Institutions. Education Sciences, 14(2). https://doi.org/10.3390/educsci14020166
10. Budi Rahardjo, Nur Amalia Olby Anwar, Ayu Aprilia Pangestu Putri, & Fachrul Rozie. (2022). Teachers’ Role as Communicator and Motivator in Facilitating Early Childhood Sex Education in Kindergarten. Jurnal Pendidikan Anak Usia Dini Undiksha, 10(2), 283–290. https://doi.org/10.23887/paud.v10i2.49962
11. Cica Andrianie, W., Wahyu, W., & Rifani Syaifuddin, A. (2025). Strategi Kepala Sekolah dalam Meningkatkan Kinerja Guru PAUD. Murhum : Jurnal Pendidikan Anak Usia Dini, 6(2), 506–520. https://doi.org/10.37985/murhum.v6i2.1566
12. Creswell, C., Nauta, M. H., Hudson, J. L., March, S., Reardon, T., Arendt, K., Bodden, D., Cobham, V. E., Donovan, C., Halldorsson, B., In-Albon, T., Ishikawa, S. ichi, Johnsen, D. B., Jolstedt, M., de Jong, R., Kreuze, L., Mobach, L., Rapee, R. M., Spence, S. H., … Kendall, P. C. (2021). Research Review: Recommendations for reporting on treatment trials for child and adolescent anxiety disorders – an international consensus statement. In Journal of Child Psychology and Psychiatry and Allied Disciplines (Vol. 62, Number 3, pp. 255–269). Blackwell Publishing Ltd. https://doi.org/10.1111/jcpp.13283
13. Denee, R. (2024). The network professional learning community approach: an effective model for individual and group learning. Teacher Development, 28(3), 330–346. https://doi.org/10.1080/13664530.2024.2307588
14. Fabry, A., Barblett, L., & Knaus, M. (2022). The role of early childhood pedagogical leaders in schools: Leading change for ongoing improvement. Australasian Journal of Early Childhood, 47(4), 275–288. https://doi.org/10.1177/18369391221130788
15. Febryanto R Bora, I., De Gomes, F., Dissriany Vista Banggur, M., A Sum, T., & R Lubienki, M. (2024). Analisis Praktik Kepemimpinan Servant Leadership para Kepala Sekolah TK/PAUD Katolik. Murhum : Jurnal Pendidikan Anak Usia Dini, 5(1), 471–484. https://doi.org/10.37985/murhum.v5i1.565
16. Fikri, tasim. (2022). Peran Guru dalam Mengembangkan Sikap Peduli Sosial Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini Undiksha, 10(3), 478–487. https://doi.org/10.23887/paud.v10i3.57205
17. Firmansyah. (2022). Teknik Pengambilan Sampel Umum dalam Metodologi Penelitian: Literature Review. Jurnal Ilmiah Pendidikan Holistik (JIPH), 1(2), 85–114. https://doi.org/10.55927
18. Haryono, M., & Herlina, Y. (2020). Indonesian Education Administration and Leadership Journal (IDEAL) Peran Kepala Sekolah Dalam Meningkatkan Kualifikasi Akademik Guru PAUD Pada Gugus Mawar Kecamatan Talo Kabupaten Seluma (The Role Of The Head Of School In Increasing The Academic Qualification Of Paud Teachers In The Mawar Cluster Of Talo District, Seluma District). https://online-journal.unja.ac.id/index.php/IDEAL
19. Heldayanti, L., & Utara, P. (2025). Analisis kompetensi profesional kepala sekolah dalam meningkatkan kinerja guru paud pada sekolah penggerak di kabupaten pringsewu. Agustus 2025 JMPA, 7(2), 133–139.
20. Izzah, N., Setianti, Y., & Tiara, O. (2023). Peran Kepemimpinan Kepala Sekolah dalam Mewujudkan Sekolah Ramah Anak di Sekolah Inklusi. Murhum : Jurnal Pendidikan Anak Usia Dini, 4(2), 272–284. https://doi.org/10.37985/murhum.v4i2.236
21. Jaya, W. S. (2021). Kinerja Guru Ditinjau dari Gaya Kepemimpinan Kepala Sekolah dan Motivasi Kerja. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1286–1294. https://doi.org/10.31004/obsesi.v6i3.1738
22. Kasar, M., Khuri, A., Mu’mala, A., Permainan, O., Tali, L., Mengembangkan, D., & Mu’mala Nadlifah, A. (2019). Optimalisasi Permainan Lompat Tali dalam Mengembangkan. Age Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 4(1).
23. Kurniati, A. & Wahira. (2024). Kebutuhan Manajemen Kurikulum Pendidikan Anak Usia Dini Berbasis Kearifan Lokal Budaya Buton. Murhum: Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.37985/murhum.v5i2.1013
24. Loxton, J., Cunningham, C., & Knaus, M. (2020). An Investigation Of Early Childhood Staff And Their Transition To The New Western Australian Humanities And Social Sciences Curriculum. Australian Journal of Teacher Education, 45(7), 45–59. https://doi.org/10.14221/ajte.2020v45n7.3
25. Mahartini, K. T., & Suastika, I. N. (2022). Rencana Pelaksanaan Pembelajaran Harian Berbasis Tri Kaya Parisudha pada Kurikulum 2013 untuk Pendidikan Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini Undiksha, 10(1), 84–92. https://doi.org/10.23887/paud.v10i1.42817
26. Maknun, N. L., Arbarini, M., & Pranoto, Y. K. S. (2023). Pengembangan Video Animasi terhadap Kecerdasan Interpersonal Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(1), 1024–1034. https://doi.org/10.31004/obsesi.v7i1.4033
27. Modise, M., Fonsén, E., Heikka, J., Phatudi, N., Bøe, M., & Phala, T. (2023). Global perspectives on leadership in early childhood education. In Global Perspectives On Leadership in Early Childhood Education. Helsinki University Press. https://doi.org/10.33134/HUP-20
28. Modise, M. R. (2025). Emotional Well-being of Early Childhood Education Teachers in South Africa During the Pandemic: Lessons for Teacher Training. Asian Journal of University Education, 21(3), 1158–1167. https://doi.org/10.24191/ajue.v21i3.75
29. Muna’amah, M., Masitoh, S., & Setyowati, S. (2021). Peran Guru dalam Optimasi Perkembangan Sikap Disiplin Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini Undiksha, 9(3), 355–362. https://ejournal.undiksha.ac.id/index.php/JJPAUD/index
30. Na’imah, Muassomah, & Azizah Nurul Fadlilah. (2022). Technology Challenge: EFL Teacher Experience Teaching Online at Kindergarten. Jurnal Pendidikan Anak Usia Dini Undiksha, 10(2), 228–238. https://doi.org/10.23887/paud.v10i2.52528
31. Ningrum, L. I., Kusumaningsih, W., & Soedjono, S. (2025). Pengaruh Kepemimpinan Instruksional Kepala Sekolah dan Modal Psikologis terhadap Kompetensi Profesional Guru: Studi Korelasi di Sekolah Dasar Indonesia. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(5), 1418–1432. https://doi.org/10.31004/obsesi.v9i5.7056
32. Nisa, S. A. Z., Jatmikowati, T. E., & Rachman, A. U. (2025). Peran Manajerial Kepala Sekolah di Lembaga PAUD. JECIE (Journal of Early Childhood and Inclusive Education), 8(2), 377–387. https://doi.org/10.31537/jecie.v8i2.1827
33. Nong, L. Y., Liao, C., & Ye, J. H. (2024). Constructing a model of the factors related to the job wellbeing of preschool teachers in China: a grounded theory study. Frontiers in Public Health, 12. https://doi.org/10.3389/fpubh.2024.1497629
34. Oosterhoff, A., Oenema-Mostert, I., & Minnaert, A. (2020). Constrained or sustained by demands? Perceptions of professional autonomy in early childhood education. Contemporary Issues in Early Childhood, 21(2), 138–152. https://doi.org/10.1177/1463949120929464
35. Opazo, M. J., Pardo, M., Rupin, P., & Galdames, S. (2025). School leaders’ perceptions, practices and aspirations about schoolification in ECEC. Contemporary Issues in Early Childhood. https://doi.org/10.1177/14639491251387763
36. Purwajatnika, Z., & Kadiyono, A. L. (2022). Pengaruh Empowering Leadership terhadap Employee Creativity pada Guru PAUD. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 5373–5383. https://doi.org/10.31004/obsesi.v6i5.2541
37. Putri, A., & Darsinah. (2023). Teaching Materials of Theme Aku Cinta Indonesia to Support the Quality of Learning. Jurnal Pendidikan Anak Usia Dini Undiksha, 11(2), 246–254. https://doi.org/10.23887/paud.v11i2.65467
38. Putu, N., Dewi, A. S., Tirtayani, L. A., & Suniasih, N. W. (2019). Efektivitas program paud inklusi di kota denpasar ditinjau dari aspek konteks. Jurnal Pendidikan Anak Usia Dini Undiksha, 7(1), 1–12. https://ejournal.undiksha.ac.id/index.php/JJPAUD
39. Rahayu, Y. (2020). Implementasi Peran Kepala Sekolah dalam Peningkatan Kompetensi Guru PAUD. https://doi.org/10.29313/.v6i2.22720
40. Rethlefsen, M. L., & Page, M. J. (2022). PRISMA 2020 and PRISMA-S: common questions on tracking records and the flow diagram. In Journal of the Medical Library Association (Vol. 110, Number 2, pp. 253–257). Medical Library Association. https://doi.org/10.5195/jmla.2022.1449
41. Rizal, M., Najmuddin, N., Iqbal, M., Zahriyanti, Z., & Elfiadi, E. (2022). Kompetensi Guru PAUD dalam Mengimplementasikan Profil Pelajar Pancasila di Sekolah Penggerak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6), 6924–6939. https://doi.org/10.31004/obsesi.v6i6.3415
42. Rolando, B., & Zahran, A. M. (2025). ANALISIS SISTEMATIS TERHADAP STANDAR METODOLOGI DAN INSTRUMEN KUALITAS DALAM RISET INTERDISIPLINER BIDANG STUDI AGAMA DI INDONESIA. In IQRA: Inquiry on Religion and Arts (Vol. 1, Number 1). https://jurnal.dinamikapublika.id/index.php/iqra
43. Rusmina Ambarwati, N., Darmiyati, D., & Rifani Syaifuddin, A. (2024). Kontribusi Kepala Sekolah terhadap Kinerja Guru dalam Pengembangan Kurikulum Merdeka Anak Usia Dini. Murhum : Jurnal Pendidikan Anak Usia Dini, 5(2), 217–226. https://doi.org/10.37985/murhum.v5i2.717
44. Sayekti Peni Puji Lestasi, T., Ayu Nyomah Murniati, N., & Abdullah, G. (2025). Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Peran Kepala Sekolah Sebagai Manajer, Profesionalisme Guru dan Iklim Keamanan sebagai Prediktor Kualitas Pembelajaran PAUD. 9(6). https://doi.org/10.31004/obsesi.v9i5.7447
45. Singgamui, M., Dwi Lestari, G., & Widodo, W. (2024). Evaluasi Program Pendidikan dan Pelatihan Berjenjang Moda Luring Tersistem bagi Guru PAUD. Murhum : Jurnal Pendidikan Anak Usia Dini, 5(1), 418–432. https://doi.org/10.37985/murhum.v5i1.459
46. Soffianningrum, I., & Yetti, E. (2022). Number 1. 16, 1693–1602. https://doi.org/10.21009/JPUD.161.04
47. Vijayadevar, S., Thornton, K., & Cherrington, S. (2019). Professional learning communities: Enhancing collaborative leadership in Singapore early childhood settings. Contemporary Issues in Early Childhood, 20(1), 79–92. https://doi.org/10.1177/1463949119833578
48. Whitlock, B., Eivers, A., & Walker, S. (2023). The state of play-based learning in Queensland schools. Australasian Journal of Early Childhood, 48(3), 247–262. https://doi.org/10.1177/18369391231159672
49. Xie, S., Su, B., Yang, S., Li, J., & Li, H. (2024). A Network Analysis of Emotional Intelligence in Chinese Preschool Teachers. Behavioral Sciences, 14(12). https://doi.org/10.3390/bs14121132
50. Zúñiga, D., Cerda, G., & Bustos Navarrete, C. (2025). Leadership for Educational Inclusion: Design and Validation of a Measurement Instrument. Education Sciences, 15(2). https://doi.org/10.3390/educsci15020181
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 JED (Jurnal Etika Demokrasi)
This work is licensed under a Creative Commons Attribution 4.0 International License.
