Volume III: Education and Ecological Literacy

An Instructional Leadership Model Based on Adaptive Mentoring for Enhancing Learning Quality

  • Yani Mulyani
  • Mahmud
  • Karman
  • Pepen Supendi

Keywords

instructional leadership, adaptive mentoring, learning quality, teacher professional development, library research.

Abstract

This study aims to develop a conceptual model of instructional leadership based on adaptive mentoring as a strategy for strengthening learning quality in basic education. The study is motivated by the growing demand for improving learning quality, which requires school principals to act not only as administrative leaders but also as instructional leaders capable of providing support tailored to teachers’ diverse needs, competencies, and professional readiness. This research employed a library research method by systematically reviewing relevant scholarly literature, including peer-reviewed journal articles, books, conference proceedings, and educational policy documents published between 2020 and 2026. Data were analyzed using content analysis, thematic synthesis, and comparative conceptual analysis to identify the essential components of instructional leadership and adaptive mentoring. The findings indicate that the proposed model consists of five interconnected components: (1) teacher needs and readiness assessment, (2) differentiated mentoring planning, (3) adaptive implementation of coaching, mentoring, and academic supervision, (4) continuous monitoring and evaluation, and (5) follow-up actions for teachers’ professional development. The model enables school principals to adjust mentoring strategies according to teachers’ competencies, experiences, and contextual needs, thereby enhancing instructional effectiveness, teacher professionalism, and the culture of quality within schools. The study concludes that integrating instructional leadership with adaptive mentoring offers a promising conceptual framework for strengthening learning quality in basic education and contributes a novel perspective to contemporary educational leadership literature.

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