Learning Agility as a Predictor of Success Head School (Case Study at SDN 1 Godong Subdistrict God Regency (Grobogan)

Abstract

This study aims to analyze the role of learning agility as a predictor of principal success through a case study at SDN 1 Godong. Using descriptive qualitative methods, data were collected through in-depth interviews with the principal, teachers, and school committee, participant observation, and document analysis. The results show that the principal's learning agility is manifested in five main dimensions: (1) mental agility in analyzing educational policies, (2) interpersonal agility through a collaborative approach with teachers, (3) change agility in adapting to the Independent Curriculum, (4) results agility in improving AKM scores, and (5) self-awareness agility through regular reflection. The findings indicate that these dimensions significantly drive school success, as evidenced by a 15% increase in literacy AKM scores, a teaching innovation award, and 85% teacher satisfaction. However, challenges such as resistance from senior teachers and limited digital infrastructure were also identified. Theoretically, this study strengthens the adaptation of the corporate learning agility model (Lombardo & Eichinger, 2011) in primary education, offering new insights into the crucial role of change agility in resource-constrained schools. Practically, this study recommends a principal recruitment and training system based on simulations of real-world challenges and ongoing mentoring to enhance adaptive capacity. This study underscores the urgency of developing learning agility as a core competency for educational leadership in the VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) era.