Vol. 5 No. 2 (2023): September 2026

Literacy culture in Islamic elementary schools requires consistent programs and leadership that can turn reading and writing into shared practices. This study analyzes the leadership of the principal of Madrasah Ibtidaiyah Abul Hasan, Durian Rabung Village, Padang Batung District, Hulu Sungai Selatan Regency, in developing a literacy culture. Using a qualitative case-study design, data were collected through semi-structured interviews with the principal, teachers, and students, supported by school documents and literacy-activity documentation. Data were analyzed by identifying patterns, categories, and themes, while source triangulation strengthened credibility. The findings show two core practices: Gerakan Kamis Manis (Thursday Reading and Writing) and a daily fifteen-minute reading routine. The principal acted as program initiator, coordinator, motivator, monitor, and resource mobilizer, while teachers supported implementation. The programs were perceived to strengthen reading interest, writing confidence, and communication. Constraints included limited book collections, library facilities, and teacher training. Sustainable literacy culture therefore requires participatory leadership, teacher commitment, adequate learning resources, and continuous evaluation.

Keywords: Leadership; Literacy Culture; Madrasah; Principal Leadership