Empowerment-Based Continuous Professional Development (E-CPD)

This study examines the role of strategic leadership in implementing Empowerment-Based Continuous Professional Development (E-CPD) to advance teacher professionalism in three public junior high schools: SMPN 1 Marabahan, SMPN 3 Marabahan, and SMPN 4 Alalak. As professional learning increasingly requires sustained, context-responsive approaches, understanding how school leaders design and enact empowerment strategies becomes essential for strengthening teacher growth. Employing a qualitative multi-case study design, data were collected through (1) semi-structured interviews with principals (P1, P2, P3) and teachers (T1–T12), (2) observations of leadership practices, mentoring processes, and collaborative learning forums, and (3) document analysis of school planning, supervision reports, and teacher development records. Data were analyzed using Miles and Huberman’s interactive model, with credibility ensured through triangulation, member checking, and audit trails. The findings indicate that strategic leadership plays a decisive role in shaping empowerment practices that directly support E-CPD. At SMPN 1 Marabahan, the principal employs strategic shared decision-making and distributed leadership to empower teachers in curriculum design, school program development, and collaborative problem-solving. At SMPN 3 Marabahan, empowerment manifests through structured mentoring, reflective dialogues, and pedagogical autonomy, enabling teachers to innovate and conduct classroom-based inquiries. Meanwhile, SMPN 4 Alalak integrates empowerment into capacity-building initiatives such as communities of practice, peer coaching, and classroom action research cycles. Cross-case analysis reveals that empowerment-based strategic leadership strengthens teacher motivation, enhances engagement in professional learning, and fosters a culture of continuous improvement. Overall, the study concludes that strategic leadership-grounded E-CPD is essential for cultivating sustainable teacher professionalism within Indonesian school contexts

Action research · Audit · Credibility · Curriculum · Empowerment · Professional development · Professional learning community · Teacher Leadership · Education and Communication Studies · School Leadership and Teacher Performance · Teacher Education and Leadership Studies