Leading through change: Challenges and opportunities in blended professional development for Indonesian school principals under the Merdeka curriculum

Blended professional development has become increasingly relevant for school principals navigating the leadership demands of Indonesia's Merdeka Curriculum, yet limited evidence explains how principals experience such programs while managing ongoing school responsibilities. This qualitative phenomenological study explored the challenges, opportunities, and perceived leadership relevance of a shared blended professional development program involving synchronous virtual meetings, digital assignments, and in-person workshops. Fifteen school principals from Semarang City participated in three 90-min focus group discussions. Data were analyzed using a hybrid deductive–inductive thematic analysis informed by Braun and Clarke’s (2006) approach, with Transformational Leadership Theory serving as an interpretive framework. Two major challenges emerged: balancing professional development with leadership responsibilities and well-being, and technological and resource limitations. Principals also identified three main opportunities: flexibility and continuity of learning, development of digital competence and adaptive practices, and professional networking and shared learning. Leadership-related accounts were interpreted using four theory-informed categories: role modeling, inspiring collective growth, encouraging innovation and problem-solving, and providing tailored support to teachers. The findings highlight the importance of flexible, practice-oriented, collaborative, and technologically supported professional development for school leaders during curriculum reform.