When people talk about improving education, the focus almost always falls on teachers or students. Governments invest heavily in teacher training, curriculum development, and infrastructure, while NGOs work on student engagement, literacy programs, and scholarships.
But what if the missing piece of the puzzle isn’t just in the classroom – but in the principal’s office?
In many developing countries, school principals are often an afterthought in education reform. Yet, research shows that school leadership is the second most influential factor in student learning outcomes, right after teacher effectiveness.
A strong principal can inspire and mentor teachers, improve school management, and create a culture of continuous learning. Conversely, a weak principal – lacking training and leadership skills – can leave an entire school stagnant, no matter how good the teachers are.
For Cici and the team at INSPIRASI, this realization was a turning point. If one well-equipped school leader could positively influence dozens of teachers and hundreds of students, then supporting principals was a multiplier effect that could transform the education system from within.
Rather than fixing problems one teacher at a time, why not empower the leaders who set the direction for entire schools?
Berdaya Talk is an initiative that explores the stories of change makers and the initiatives they have developed to support sustainable development in Indonesia. This time, we are joined by Cici Tri Wanita, Program Director at INSPIRASI Foundation
The Hidden Challenges of School Leadership in Indonesia
Cici’s journey with INSPIRASI began with a simple but powerful question: What kind of support do school principals actually need?
At first glance, the answer seemed obvious – training, mentorship, leadership skills. But as she and her team worked closely with principals across Indonesia, a more complex reality emerged.
In Indonesia, each region had its own system for appointing school leaders, and many of these processes were unstandardized. Some districts had merit-based selection processes, where candidates had to prove their leadership capabilities. Others, however, appointed principals based on connections rather than competence.
Even after being appointed, many principals received little to no training. Some had to wait years before their first professional development session. Others were given leadership responsibilities without any structured onboarding, leaving them to navigate school management through trial and error.
Then came the issue of accountability. Performance evaluations were often symbolic rather than substantive – with little incentive for improvement and no real consequences for underperformance. A struggling principal could simply return to teaching, meaning there was no motivation to invest in better leadership.
The lack of structured development and accountability meant that some principals thrived through sheer personal dedication, while others struggled in silence. For INSPIRASI, this was where the real work needed to happen.
Bridging the Gap: INSPIRASI’s Approach to School Leadership Development
The necessary support for school principals can be categorized into three main areas:
- Systemic Reform - Advocating for fair and merit-based recruitment, while pushing for structured performance evaluation with real accountability.
- Professional Development – Providing consistent training programs before and during a principal’s tenure, ensuring continuous learning.
- Incentives and Consequences – Encouraging recognition and rewards for high-performing principals, while also addressing underperformance.
For INSPIRASI, they initially focused on the professional development aspect, with highly localized intervention.
Encouraged by these results, INSPIRASI expanded to Tegal, Jakarta, Subang, Pemalang, and even as far as Southwest Sumba and West Sumbawa – each with its own unique challenges.
- Karawang & Tegal – Focused on instructional leadership, helping principals guide lesson planning and teacher development.
- Bekasi & Subang – Addressed learning loss due to COVID-19, ensuring students regained foundational skills.
- Pemalang – Tackled high dropout rates, introducing gender-sensitive leadership approaches to prevent bullying and create safer schools.
- West Sumbawa – Focused on early childhood education (PAUD), strengthening leadership in schools serving Indonesia’s youngest learners.
INSPIRASI started in Karawang, working directly with school leaders through workshops, coaching, and mentorship. The impact was immediate – principals who had never received feedback before were learning how to lead instructional planning, mentor teachers, and create school-wide learning strategies.
Although the specifics of each intervention varied, the core philosophy remained the same: Strong school leadership leads to better schools, better teaching, and ultimately, better student learning outcomes.
The Shift Towards Systemic Change
For Cici, the work at INSPIRASI is deeply personal. While large-scale systemic change remains the long-term goal, what truly keeps her going are the small, individual transformations she witnesses every day.
One moment that stood out to her was when a principal experimented with a feedback tool introduced by INSPIRASI. Initially hesitant, he tried it out with his teachers and was amazed by the results.
“He came back to us saying, ‘Now I understand – this is how you give meaningful feedback!’ He saw immediate changes in his teachers’ attitudes and performance,” Cici shares.
These small but powerful moments are what fuel her dedication. Seeing a school leader take ownership of their role, embrace new strategies, and witness real impact – that’s what makes the effort worth it.
As INSPIRASI expanded however, one thing became increasingly clear: direct intervention alone wasn’t enough.
“Right now, we’re essentially firefighting – solving immediate issues without addressing the root causes,” Cici reflects.
After six years, the same structural issues persisted: political appointments, inconsistent professional development, and a lack of accountability. Without systemic improvements, progress was slow and unsustainable.
This realization led INSPIRASI to shift its focus towards policy advocacy and government engagement. Rather than working solely at the school level, they started collaborating with district governments – the entities responsible for education at a regional scale.
Their first step was helping districts map out their school leadership landscape:
- How many principals were nearing retirement?
- How many principals needed training?
- How could recruitment processes be improved?
By equipping local governments with better data and clearer strategies, INSPIRASI aimed to make systemic change from the top down, rather than just relying on bottom-up interventions.
At the same time, they remained connected to a global network of school leadership advocates. Through the Global School Leaders network, they exchanged insights with organizations across the Global South.
One particularly striking example was Brazil, where education NGOs had completely shifted to policy work. Their municipal governments were highly receptive, allowing them to integrate school leadership development into national education strategies.
For INSPIRASI, this was an inspiring case study, but also a reminder of Indonesia’s unique challenges. The policy implementation gap in Indonesia is significant – policy makers often lack on-the-ground insight, while education practitioners are too focused on immediate challenges to engage in policy discussions.
The question now was: How could INSPIRASI bridge that gap?
What’s Next for INSPIRASI?
Looking ahead, INSPIRASI is looking to expand its coverage and focus areas.
One major shift is their new work in vocational schools (SMK). While vocational education in Indonesia provides students with technical skills, employers have raised concerns about a lack of soft skills – things as basic as workplace communication, professionalism, and initiative.
By introducing leadership development into vocational schools, INSPIRASI hopes to better prepare graduates for the workforce, ensuring that Indonesia’s growing industries have a pipeline of well-rounded, job-ready talent.
They are also moving towards a competency-based model for school leadership development. Instead of treating all principals as having the same needs, they are now categorizing them into:
- Novice – Those new to leadership, who need foundational training.
- Moderate – Principals with some experience, looking to refine their skills.
- Advanced – Experienced leaders ready to mentor others and influence policy.
This tailored approach ensures that interventions meet principals where they are, rather than overwhelming them with unrealistic expectations.
How Can You Support INSPIRASI’s Mission?
For those passionate about education reform, leadership development, and systemic change, there are many ways to contribute to INSPIRASI’s work:
- Policy & Research – Help translate field insights into advocacy materials that can inform education policy.
- Storytelling & Awareness – Help share the stories of school leaders and the impact of strong leadership in education.
For Indonesia to truly transform its education system, principals cannot be an afterthought. They are the architects of change, and supporting them means investing in the future of every student they serve.
