Strategic Management in Public Library: Empowering Community Reading Habits at Regional Level

2026-06-30T14:05:28+00:00

This study aims to explore the strategic management approaches executed to enhance public reading habits within the geographically fragmented context of regional public libraries. The problem addresses the declining trend of sustained community reading interest and library underutilization, which is further exacerbated by severe geographical isolation, administrative inertia, and resource constraints in developing regional districts. To address this issue, this study employs a qualitative case study design focused on the Regional Public Library of Tojo Una-Una Regency, Central Sulawesi. Data were meticulously gathered through triangulated instruments, including semi-structured interviews with key administrative and community informants, field observations of outreach initiatives, and comprehensive institutional document reviews. The qualitative data were then analyzed using an interactive model comprising systematic data condensation, structural data display, and continuous conclusion verification to ensure interpretive trustworthiness. The empirical findings reveal that the chief librarian successfully neutralized severe geographical fragmentation by shifting from centralized operations to a decentralized, network-based distribution model. Management optimized limited resources by building cross-sector alliances and deploying an innovative, amphibious book-box rotation system using local maritime transportation networks to regularly reach marginalized island communities. Based on these insights, future research should employ mixed-methods approaches across diverse regional typologies to evaluate how digital literacy platforms can be integrated into this collaborative strategic management framework.

Cultivating Teacher Capacity for Quality Instructional Management: An Authoritative Leadership Approach

2026-05-30T13:56:52+00:00

This study aims to examine how school principals deploy an authoritative leadership approach to cultivate teacher capacity for quality instructional management. Despite ongoing professional development efforts, many schools still struggle with suboptimal instructional management due to inconsistent pedagogical support and a lack of visionary, firm leadership guidance for educators. Utilizing a qualitative multi-case study design, this research explored the leadership dynamics across three high-performing secondary schools. Data were meticulously gathered through semi-structured interviews with principals and teachers, non-participatory classroom observations, and an analysis of instructional policy documents. The collected qualitative data were then analysed using an interactive thematic analysis model encompassing data condensation, systematic data display, and verification. The findings reveal that authoritative leaders successfully enhance teacher capacity by articulating clear, high-performance instructional standards balanced with strong emotional support. Principals foster pedagogical competence by establishing collaborative professional learning communities that encourage peer coaching. Furthermore, quality instructional management is achieved through regular, constructive feedback sessions that empower teachers to refine their teaching methodologies. The study demonstrates that clear structural guidance combined with intellectual stimulation inspires teachers to adopt innovative classroom management practices. Additionally, the authoritative approach builds teacher resilience, enabling them to effectively address diverse student learning needs. Future research should investigate the long-term impact of authoritative leadership on teacher capacity through a longitudinal mixed-methods approach across diverse geographical regions.

At-Tahsin : Jurnal Manajemen Pendidikan

Strategic Management in Public Library: Empowering Community Reading Habits at Regional Level

Cultivating Teacher Capacity for Quality Instructional Management: An Authoritative Leadership Approach