Adelina Holmes, the School Principal of Sampoerna Academy, is a seasoned educator with extensive experience across multiple countries and cultures. Her journey through diverse educational systems has shaped her leadership philosophy, emphasizing adaptability, inclusivity, and student-centered learning. She believes in integrating global best practices to foster an academic environment that values both structure and creativity.
With a strong background in teacher development and institutional leadership, Adelina has played a pivotal role in empowering educators and students alike. Her approach to leadership transcends traditional boundaries, incorporating insights from various international experiences. Through her work, she has championed innovative teaching methodologies that prioritize both academic excellence and holistic student development.
Beyond her responsibilities at Sampoerna Academy, Adelina is an influential voice in the global education sector. She has delivered keynote speeches at international conferences, contributed to policy discussions, and mentored educators worldwide. Her leadership style is rooted in collaboration, equity, and progressive education, making her a transformative figure in the field.
Your career in education has taken you across multiple countries and cultures. How have these diverse experiences shaped your approach to leadership and learning at Sampoerna Academy?
Traveling and working in different countries has been one of the most enriching aspects of my career. Experiencing how education systems operate across cultures has profoundly shaped my leadership style and approach to learning. I’ve learned that while great teaching may look different in various settings, at its core, it is always about connection.
Working in Saudi Arabia taught me the importance of adaptability and cultural awareness. I witnessed how deeply education is influenced by societal norms and learned to balance respecting traditions while advocating for progressive teaching methods.
In China, I developed a deep appreciation for discipline and academic rigor, but I also saw the challenges students faced when creativity and independent thinking were sidelined in favor of test performance. That experience reinforced my belief in student-centered learning and the need for a balance between structure and creativity.
Now, in Indonesia, I apply these lessons by fostering an environment where both academic excellence and innovation thrive. At Sampoerna Academy, I focus on creating an inclusive space where students and teachers feel valued and supported.
I believe in transformational leadership, empowering educators, trusting them as professionals, and ensuring they have the resources needed to succeed. Every student learns differently, and every teacher teaches differently, and that diversity should be celebrated.
By integrating the best of what I have learned from each country, I strive to cultivate a school culture that is structured yet flexible, rooted in respect while encouraging creativity and critical thinking.
As a school principal, what key responsibilities do you prioritize to ensure both academic excellence and a nurturing learning environment for students?
I want school to be a place where students feel safe to explore, make mistakes, and grow. Academic excellence is important, but I believe it happens naturally when students feel supported and engaged. My job is to create an environment where learning is exciting and meaningful, where students arrive each day knowing they will be heard, challenged, and inspired.
This means ensuring that teachers receive strong professional development while also feeling empowered to bring their creativity and expertise into the classroom. It means giving students a voice in their education because learning should not just happen to them; they should actively shape it. I want every student to walk into school, feeling like they belong, that their unique strengths matter, and that they are capable of achieving remarkable things.
As a neurodivergent leader, I bring my own experiences into my work. I understand what it’s like to think differently, to struggle with traditional structures, and to feel as though certain environments were not designed with me in mind.
That’s why I am passionate about ensuring our classrooms are inclusive for every student, regardless of their learning style or challenges. Schools should be places where all children, no matter their background or abilities, can find success and purpose.
With your strong background in teacher training and development, how do you empower educators to enhance their teaching methods and adapt to evolving educational trends?
Teaching is an art, and great teachers never stop learning. I love working with educators to help them grow because teaching is not just about delivering content—it’s about making a lasting impact. One of my favorite moments is seeing the spark in a teacher’s eyes when they try something new and realize it works. These moments drive real transformation—not just for them but for their students as well.
I believe in professional development that is practical, hands-on, and immediately applicable. Teachers do not need another abstract theory that fails to translate into their classrooms; they need real strategies that empower them to engage students meaningfully. I encourage innovation because education is always evolving, and the best teachers embrace change with confidence rather than fear.
However, none of this works without trust. Teachers need to feel supported, valued, and encouraged to take risks. When they know they are trusted, they step outside of their comfort zones, experiment with new approaches, and ultimately become stronger educators. That’s where real growth happens—when teachers are given the freedom to explore, fail, learn, and try again. And when teachers grow, their students thrive.
Your leadership extends beyond the school, including speaking at international education conferences, media appearances, and conducting teacher training workshops across Europe and Asia. How has this experience influenced your perspective on educational policy and institutional collaboration?
Speaking at conferences and leading workshops has given me a broader perspective on education. Everywhere I go, I see passionate educators doing incredible work, often in challenging circumstances. It has reinforced the idea that while policies and systems vary, the core mission of education—helping students grow—is universal. I advocate for policies that support teacher autonomy, student-centered learning, and inclusivity.
As a feminist leader, I believe leadership should be about collaboration, equity, and uplifting others. Feminist leadership means challenging outdated power structures and advocating for environments where women can lead authentically without conforming to traditional molds of authority. I actively push for more women in leadership roles, ensuring our voices are part of crucial conversations.
I also believe in mentorship and support. Women in leadership should not only step into leadership roles but also uplift and support other women doing the same. When one of us succeeds, we all succeed. By building networks of encouragement rather than competition, we make leadership more inclusive and accessible for future generations. When educators collaborate across borders, we create stronger, more innovative approaches to teaching and learning, and when women support each other in leadership, we pave the way for lasting change.
What are some of the most significant challenges you have faced as a leader in international education, and how have you navigated them?
Leadership comes with challenges, and working in international education adds another layer of complexity. One of the biggest challenges is navigating different cultural expectations around teaching and leadership. I have had to balance respecting cultural traditions while advocating for progressive, student-centered approaches. Another challenge has been ensuring that teachers feel supported, especially in environments where education systems do not always prioritize their well-being.
Women in leadership often face additional scrutiny when they stray from traditional social stereotypes—whether that means being assertive, ambitious, or leading in a non-traditional way. I have learned to stand firm in my leadership style while advocating for a more inclusive understanding of leadership.
On a personal level, being a leader with ADHD and Autism means I sometimes experience the world differently from others. I have developed strategies to manage sensory overload, executive function challenges, and the high-energy demands of leadership. However, these experiences also made me a more empathetic and understanding leader.
Balancing professional commitments with personal well-being is crucial. How do you manage work-life balance while pursuing your Doctorate in Educational Leadership?
Honestly, some days, I manage it better than others! Balancing a demanding leadership role with a doctoral program is intense, and I have had to learn to be kind to myself. I have developed routines that help me stay organized without feeling overwhelmed. Living with ADHD means traditional productivity methods don’t always work for me, so I have embraced approaches that fit my brain, such as using visual planning tools and setting clear boundaries between work and rest.
I also remind myself that I want to model a healthy work-life balance for my teachers and students. It’s okay to rest, to take breaks, and to prioritize mental well-being. Burnout helps no one, and taking care of ourselves allows us to show up as the best version of ourselves in the classroom and beyond.
What advice would you give to aspiring educators and school leaders who seek to make a lasting impact in the field of education?
Be brave. Education needs leaders who are willing to challenge the status quo and advocate for what’s right. Integrity is everything—stay true to your values, uplift those around you, and never stop learning. The best educators are those who lead with passion, purpose, and a deep commitment to making a difference in the lives of their students.
