The Role of School Principals in Implementing Disaster Responsive Learning for Tidal Flood Resilience

Abstract

Tidal flooding has become a recurring environmental challenge that affects educational sustainability in coastal areas of Indonesia. Schools located in disaster-prone regions require effective leadership to develop learning systems that enhance students’ preparedness and resilience. This study aims to analyze the role of school principals in implementing disaster-responsive learning based on tidal flood risks at Tegaldowo Elementary School, Tirto District, Pekalongan Regency, Indonesia. This study employed a qualitative case study approach. Data were collected through semi-structured interviews, observations, and document analysis involving school principals, teachers, and school committee members. Data were analyzed using thematic analysis through data reduction, data display, and conclusion drawing, while data credibility was ensured through source and technique triangulation. The findings indicate that school principals play a strategic role in implementing disaster-responsive learning through four managerial functions: planning, organizing, actuating, and controlling. Principals develop programs based on local disaster risks, organize collaborative resources involving school stakeholders, encourage teachers to implement contextual learning related to tidal flood experiences, and conduct continuous monitoring and evaluation to ensure program sustainability. This study contributes to the development of the concept of school leadership for tidal flood resilience, highlighting the importance of adaptive and contextual educational leadership in disaster-prone areas. The findings imply that strengthening principals’ managerial and instructional leadership capacities is essential for transforming schools into resilient learning environments capable of responding effectively to environmental risks