Optimizing the Role of School Principals Through Deep Learning Training to Improve the Quality of Elementary School Teachers’ Instruction in Kotamobagu City

Abstract

This study examines the urgency of deep learning training in supporting educational transformation and optimizing the role of elementary school principals as instructional leaders in Kotamobagu City. Using a descriptive qualitative approach through library research and best-practice studies based on field experience, this research explores the concepts of instructional leadership, deep learning, and learning quality improvement. Data were observed during the implementation of training and mentoring activities for school principals and teachers. The findings indicate that deep learning training enhances principals’ capacity in academic supervision, teacher mentoring, and technology-based learning innovation. The training also encourages more active, contextual, and student-centered learning practices. Therefore, sustainable practice-based training is essential to support adaptive 21st-century education transformation.