The research aims to analyze four dimensions of
participative leadership, namely persuasive approach, harmonious collaboration,
loyalty, and active involvement at SDN Ringinagung and SDN Magetan 2. The study
was conducted from July to October 2025 using a phenomenological qualitative
approach with a multi-site design. Data sources included principals, teachers,
and relevant school documents. Data were collected through passive participant
observation, in-depth interviews, and document analysis, using semi-structured
interview guidelines and observation sheets as instruments. The data were
analyzed using the Miles, Huberman, and Saldana model, which consists of data
condensation, data display, also drawing and verifying conclusion, accompanied
by credibility testing through source and technique triangulation. The findings
reveal that participative leadership was consistently practiced by both
principals through persuasive communication, equitable working relationships,
loyalty building through role modeling, and the creation of meaningful
participation spaces. These practices contributed to improved teacher
performance, reflected in
instructional innovation, increased professionalism, and school achievements.
The study concludes that participative leadership is effective in enhancing teacher performance achievement
in primary school contexts and recommends broader implementation and further
investigation of participative leadership practices.
Keywords: participative leadership, teacher performance,
persuasive approach, harmonious collaboration, loyalty, active involvement.