BISNISTIME.COM, JAKARTA – Friday October 3,2025- In the whirlwind of educational reform, one figure stands at the forefront: the school principal. Their role is no longer just a manager handling paperwork; it has evolved into being the primary driver in the era of School-Based Management (SBM). The concept of SBM, which champions autonomy, participation, and accountability, is theoretically the perfect stage for a visionary leader. The question, however, is whether this stage has been fully utilized, or are its main actors still stuck backstage, shackled by stacks of bureaucratic papers?

The Ideal Stage of SBM: An Inspiring Theory

School-Based Management (SBM) was designed to break the rigid chain of command, giving schools the freedom to innovate according to their unique needs. In this ecosystem, the principal is expected to be a conductor who can harmonize the voices of teachers, students, parents, and the community. They are a visionary who sets the direction, a facilitator who builds collaboration, and an innovator who tirelessly seeks breakthroughs. In theory, SBM is the perfect recipe for creating dynamic schools that are relevant to the times.

This article was written by: Loula Maretta (Submitted to fulfill the assignment for the Leadership & Decision Making course, Lectured by: Dr. Dr. Dra. Hj. Neng Nurhaemah, M.Pd., S.Pd.)

The Harsh Reality Behind the Administrative Desk

However, theory often clashes with reality. On the ground, many principals find themselves caught in an administrative maze—drowning in financial reports, preoccupied with accreditation documents, and bound by frequently changing top-down policies. Their energy is drained fulfilling bureaucratic demands, making time and focus for leading instructional innovation a luxury.

Admittedly, there are inspiring stories of principals who have successfully broken this mold. They have managed to rally community participation, launch literacy movements, and adopt digital technology. Unfortunately, these best practices are still like oases in the desert—rare and not yet a widespread movement.

Why is Change So Difficult? The Real Barriers

The implementation of SBM in Indonesia faces several formidable barriers:

• Limited Resources: Big dreams are often crushed by a lack of funds, facilities, and educators ready to innovate.
• Conflict of Interest: Unifying the vision of teachers, parents, and school committees, who often have different priorities, is a significant challenge.
• Superficial Participation: Community involvement is sometimes merely a formality, failing to touch the substance of school management.
• Policy Storms: Rapid changes in curriculum and regulations often force principals into a defensive mode rather than an innovative one.

Consequently, leadership stuck in this administrative paradigm produces stagnant schools. Teachers lose their passion, students become passive, and even a progressive program like the "Kurikulum Merdeka" (Freedom Curriculum) risks becoming a soulless slogan.

Breaking Down the Walls: The Path to Transformative Leadership

To change this situation, bold and strategic steps are needed:

1. A Fundamental Role Transformation: Shift the principal's focus from an "administrator" to a "learning architect." Prioritize their time for classroom observation, teacher mentoring, and developing innovative programs.
2. Relevant Training: Principal development programs must be redesigned to hone transformative leadership competencies: conflict management, change adaptation, and data-driven innovation.
3. Performance Recognition: Create a clear incentive and reward system for principals who demonstrably succeed in mobilizing their school ecosystem, not just for those who are administratively compliant.
4. Digitalization of Management: Leverage technology to simplify administrative tasks, freeing up principals to lead more substantively.

Ultimately, the future of Indonesia's education will not be determined by the thickness of reports, but by the courage of its school leaders to break routines. The nation needs principals who are ready to be true leaders—agents of change capable of transforming schools from mere buildings into living, growing learning ecosystems.

This article was written by: Loula Maretta (Submitted to fulfill the assignment for the Leadership & Decision Making course, Lectured by: Dr. Dr. Dra. Hj. Neng Nurhaemah, M.Pd., S.Pd.)