THE ROLE OF TRANSFORMATIONAL LEADERSHIP IN IMPLEMENTING SCHOOL-BASED CONFLICT MANAGEMENT TO FOSTER A CULTURE OF PEACE AT SUKMA BANGSA SCHOOL OF SIGI, CENTRAL SULAWESI
Abstract
This study explores the role of transformational leadership in the implementation of School-Based Conflict Management (SBCM) to foster a culture of peace at Sukma Bangsa Sigi School, Central Sulawesi. Situated in a post-disaster and post-conflict context, the school serves a heterogeneous community where latent tensions and conflicts are prevalent. Employing a qualitative descriptive approach with a case study design, data were collected through semi-structured interviews and observations involving the school director, principals, vice principals, counselors, and teachers. The findings reveal that transformational leadership—articulated through an inspiring vision, ethical role modeling, and two-way communication—plays a critical role in building collective commitment to SBCM implementation. SBCM is operationalized through four interrelated pillars: curriculum development, peer mediation, peaceable classrooms, and peaceable school practices, supported by the empowerment of teachers and students as agents of peace. This study extends existing literature by demonstrating how the transformational leadership of a school director institutionalizes SBCM as a sustainable school-wide practice in post-disaster and post-conflict settings. The findings offer practical and theoretical implications for educational leadership, conflict management, and peace education in diverse and vulnerable school contexts.
Penelitian ini mengeksplorasi peran kepemimpinan transformasional dalam implementasi Manajemen Konflik Berbasis Sekolah (MKBS) untuk menumbuhkan budaya damai di Sekolah Sukma Bangsa Sigi, Sulawesi Tengah. Sekolah ini berada dalam konteks wilayah pascabencana dan pascakonflik serta melayani komunitas yang heterogen, di mana potensi ketegangan dan konflik masih cukup tinggi. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data dikumpulkan melalui wawancara semi-terstruktur dan observasi yang melibatkan direktur sekolah, kepala sekolah, wakil kepala sekolah, konselor, dan guru. Hasil penelitian menunjukkan bahwa kepemimpinan transformasional—yang diwujudkan melalui visi inspiratif, keteladanan etis, dan komunikasi dua arah—berperan penting dalam membangun komitmen kolektif warga sekolah terhadap implementasi MKBS. MKBS dioperasionalkan melalui empat pilar yang saling terkait, yaitu pengembangan kurikulum, mediasi sejawat, peaceable classroom, dan praktik peaceable school, serta didukung oleh pemberdayaan guru dan siswa sebagai agen perdamaian. Penelitian ini memperluas kajian kepemimpinan pendidikan dengan menunjukkan bagaimana kepemimpinan transformasional direktur sekolah menginstitusionalisasikan MKBS sebagai praktik sekolah yang berkelanjutan dalam konteks pascabencana dan pascakonflik. Temuan penelitian ini memberikan implikasi praktis dan teoretis bagi kepemimpinan pendidikan, manajemen konflik, dan pendidikan perdamaian di lingkungan sekolah yang beragam dan rentan.
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DOI: https://doi.org/10.17509/e.v25i1.89783
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