Peran Kepala Sekolah dalam Membangun Budaya Organisasi Kolaboratif di SDN Indrasari 2 Martapura
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Penelitian tentang budaya organisasi kolaboratif di sekolah dasar telah banyak berfokus pada kepemimpinan kepala sekolah secara umum, namun belum banyak yang mengkaji secara mendalam praktik kolaboratif pada konteks sekolah dengan budaya kekeluargaan yang kuat serta mekanisme operasional harian. Kesenjangan penelitian ini terletak pada belum teridentifikasinya secara spesifik strategi refleksi rutin, supervisi nonformal, dan mekanisme partisipasi berjenjang di sekolah dasar. Penelitian ini bertujuan untuk mendeskripsikan peran kepala sekolah, strategi yang digunakan, serta faktor pendukung dan penghambat dalam membangun budaya organisasi kolaboratif. Penelitian menggunakan pendekatan kualitatif dengan studi kasus. Partisipan dipilih secara purposive terdiri dari 1 kepala sekolah dan 4 guru (2 guru kelas, 2 guru mata pelajaran) yang memiliki masa kerja minimal 2 tahun. Data dikumpulkan melalui wawancara semi-terstruktur (durasi 45–60 menit per informan), observasi partisipatif moderat (6 kali), dan dokumentasi (notulen rapat, program kerja). Analisis data menggunakan model Miles, Huberman, dan Saldaña melalui reduksi data, penyajian data, dan penarikan kesimpulan. Temuan utama menunjukkan: (1) kepala sekolah mengintegrasikan empat peran (pemimpin, manajer, supervisor, motivator) dengan pendekatan nonformal; (2) strategi utama meliputi refleksi rutin mingguan (minimal sekali seminggu), supervisi berbasis coaching di lokasi informal (lorong, taman), serta mekanisme partisipasi berjenjang (guru berdiskusi internal sebelum ke kepala sekolah); (3) faktor pendukung: komunikasi terbuka, keteladanan kepala sekolah, budaya kekeluargaan; (4) faktor penghambat: shock culture guru baru, mindset negatif terhadap supervisi, kesiapan guru menangani siswa inklusif, fluktuasi hasil raport pendidikan, perubahan jadwal mendadak, dan beban kerja tambahan. Implikasi penelitian ini menegaskan bahwa kepemimpinan partisipatif perlu dilengkapi dengan jadwal refleksi tetap dan pendampingan khusus bagi guru baru serta guru inklusif.
The Principal's Role in Fostering a Collaborative Organizational Culture at SDN Indrasari 2 Martapura
Abstract
Research on collaborative organizational culture in elementary schools has largely focused on general principal leadership, but few have examined in-depth collaborative practices in schools with strong family-oriented cultures and daily operational mechanisms. The research gap lies in the lack of specific identification of regular reflection strategies, non-formal supervision, and tiered participatory mechanisms in elementary schools. This study aimed to describe the principal's role, strategies, and supporting and inhibiting factors in building a collaborative organizational culture. A qualitative case study approach was employed. Participants were selected purposively, consisting of 1 principal and 4 teachers (2 classroom teachers, 2 subject teachers) with a minimum of 2 years of work experience. Data were collected through semi-structured interviews (45–60 minutes each), moderate participatory observation (6 times), and documentation (meeting minutes, work programs). Data analysis used the Miles, Huberman, and Saldaña interactive model through data reduction, data display, and conclusion drawing. Key findings revealed: (1) the principal integrates four roles (leader, manager, supervisor, motivator) with a non-formal approach; (2) main strategies include weekly regular reflection (at least once a week), coaching-based supervision in informal settings (hallways, gardens), and a tiered participatory mechanism (teachers discuss internally before bringing issues to the principal); (3) supporting factors: open communication, principal's role modeling, family-oriented culture; (4) inhibiting factors: new teachers' culture shock, negative mindset toward supervision, teacher readiness to handle inclusive students, fluctuations in education report cards, sudden schedule changes, and additional workload. This study implies that participatory leadership requires regular reflection schedules and special mentoring for new and inclusive teachers.
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