INTEGRATING THE NATIONAL AND MONTESSORI CURRICULA THROUGH TRANSFORMATIONAL LEADERSHIP: A CASE STUDY AT TK METHODIST 2 PALEMBANG

Abstract

This study aims to examine transformational leadership strategies in integrating the National Curriculum with the Montessori method at TK Methodist 2 Palembang. A qualitative case study design was employed to explore leadership practices within the context of early childhood education. Data were collected through in-depth interviews with the school principal, the deputy foundation leader, and eight teachers, supported by classroom observations and document analysis. Data analysis followed Creswell’s analytical spiral and multi-stage coding to enable thematic interpretation. The findings reveal that the principal played an active role in facilitating curriculum integration by enhancing teacher capacity, providing supportive learning resources, and guiding the development of integrated lesson plans. Key challenges included limited instructional time, insufficient teacher understanding of Montessori principles, and the absence of formal technical guidelines. Nevertheless, transformational leadership offered participative and solution-oriented approaches to overcome these obstacles. The study contributes practical implications for school leaders and teachers in developing adaptive, child-centered integrated curricula responsive to contemporary educational needs.