The Role of Leading Teachers in Supporting the Acceleration of the Independent Curriculum Adaptation in Senior High School Education Units in LUWU Regency

Abstract

This research is motivated by the importance of the role of the Leading Teacher in supporting the acceleration of the adaptation of the Independent Curriculum in senior secondary education units. Although the Leading Teacher program has been implemented nationally, its implementation still faces various challenges that affect the effectiveness of learning transformation. This study aims to analyze the role construction, implementation mechanisms, and dynamics of the Leading Teacher role in supporting the acceleration of the adaptation of the Independent Curriculum in Luwu Regency. The research employed a qualitative approach with an interpretive case study design within a constructivist-interpretive paradigm. The study was conducted at seven senior high schools in Luwu Regency. Data were obtained through in-depth interviews, limited participant observation, and document analysis. Data were then analyzed using thematic analysis through data condensation, coding, theme development, data presentation, and verification of findings. The research results show that the role of the Leading Teacher is constructed through the integration of instructional leadership, teacher mentoring, training facilitation, professional collaboration, and learning innovation. The implementation mechanism proceeds cyclically through the interconnected stages of identification, reflection, planning, and implementation within an adaptive praxis system. The dynamics of implementation are influenced by resource limitations, resistance to change, structural constraints, competency gaps, and stakeholder support. The study concludes that the Leading Teacher acts as an agent of educational transformation, not only performing administrative functions but also fostering collaboration, collective reflection, and learning innovation, accelerating the adaptation of the Independent Curriculum. These findings provide a conceptual contribution to the development of Leading Teacher studies and provide practical recommendations for strengthening policies for implementing the Independent Curriculum in educational contexts with similar characteristics.