The Principal's Role in Building Collaboration between Teachers and Parents at the Early Childhood Education School of Dharma Wanita Kindergarten, Central Bengkulu

Abstract

This study aims to analyze the role of principals in building collaboration between teachers and parents at early childhood education institutions (PAUD) that have been designated as Driving Schools (Sekolah Penggerak). Early childhood education plays a strategic role in establishing the educational foundation for future generations, and effective collaboration between schools, teachers, and parents is crucial in supporting optimal learning. This research employed a qualitative descriptive approach with data collection through observation, in-depth interviews, and documentation. Research subjects included the principal, teachers, and parents at Dharma Wanita Kindergarten in Central Bengkulu District. The findings demonstrate that the principal plays a central role as an initiator, facilitator, and enabler in building collaboration. The principal actively facilitates communication through various channels (WhatsApp groups, regular meetings, communication books), initiates collaborative programs such as "Monthly Parent-Teacher Discussion Forum" and "Parent Inspiration Classes", and empowers teachers to proactively involve parents. The principal's strategies focus on openness, two-way communication, recognition of contributions, and creating a sense of community ownership, which prove effective in increasing motivation and participation. The main obstacles encountered include time constraints for parents, differing educational perspectives, and cross-cultural communication challenges. The principal addresses these obstacles by facilitating flexible communication, serving as a mediator, and promoting inclusivity. Since Dharma Wanita Kindergarten became a Driving School, parental involvement has increased significantly by 78%, reflecting the positive impact of strong leadership in creating a collaborative and inclusive school ecosystem.