Principals Efforts to Improve Teacher Performance in the Implementation of Deep Learning at SD Khadijah Pandegiling and SD Khadijah Wonorejo, Surabaya

Abstract

This community service activity aims to describe the efforts of school principals to improve teacher performance in implementing deep learning at SD Khadijah Pandegiling and SD Khadijah Wonorejo, Surabaya, as well as to describe teacher performance in lesson planning, implementation, and assessment. The activity employed a descriptive qualitative approach involving 14 informants, consisting of two principals and 12 classroom teachers selected purposively. Data were obtained through interviews, observations, and documentation, and were analyzed using the Miles and Huberman interactive model. The results show that both principals implemented teacher development, training and workshops, academic supervision, motivation, and the provision of learning facilities, with different strategic emphases. SD Khadijah Pandegiling emphasized training, workshops, and sharing good practices, while SD Khadijah Wonorejo emphasized mentoring, teacher collaboration, monitoring, and technology utilization. Teacher performance was reflected in planning that considered student needs, student-centered learning through discussion, problem solving, PBL and PjBL, and assessment through observation, assignments, projects, and feedback. Deep learning was reflected through meaningful, mindful, and joyful learning. Challenges included limited facilities, uneven student engagement, and inconsistent application of training outcomes. These challenges were addressed through media adaptation, personalized approaches, supervision, mentoring, monitoring, and teacher collaboration. Overall, sustained efforts by school principals, adapted to school conditions, supported improved teacher performance and learning quality.