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KEPEMIMPINAN KEPALA SEKOLAH BERBASIS TRILOGI PENDIDIKAN KI HAJAR DEWANTARA UNTUK MEMBANGUN KOMITMEN GURU SMK TAMAN KARYA MADYA YOGYAKARTA
This study is grounded in the strong organizational commitment demonstrated by teachers at SMK Taman Karya Madya Yogyakarta, which is significantly influenced by the principal‘s leadership practices rooted in the values of Ki Hajar Dewantara‘s Trilogy of Education. This leadership model strategically fosters a collective sense of responsibility in sustaining and continuously improving the quality of the educational institution. Accordingly, the study aims to identify: (1) the principal‘s strategies based on Ki Hajar Dewantara‘s Trilogy of Education; (2) the principal‘s leadership model derived from the Trilogy of Education; and (3) the implications of these leadership strategies and models for shaping teachers‘ commitment at SMK Taman Karya Madya Yogyakarta. This research employed a qualitative descriptive approach. Data were collected through in-depth interviews with key informants, participant observation of leadership activities within the school environment, and document analysis of relevant sources. The collected data were analyzed descriptively to uncover patterns, meanings, and relationships between leadership practices and the formation of teachers‘ organizational commitment at SMK Taman Karya Madya Yogyakarta. The findings reveal that a principal who internalizes the values of Ki Hajar Dewantara‘s Trilogy of Education can create a positive work climate, provide exemplary conduct, and encourage active participation and a strong sense of belonging among teachers. Teachers‘ commitment is built upon relationships grounded in mutual care and respect. More specifically, three major findings emerged: (1) The principal‘s strategies for building teacher commitment include orienting the school mission, modeling exemplary behavior, maintaining effective communication and empathy, fostering teamwork, strengthening school culture, developing trust, promoting innovation, nurturing togetherness, improving service quality, and fully supporting teachers‘ professional development. (2) The leadership model based on Ki Hajar Dewantara‘s Trilogy of Education is characterized by tepo seliro (empathy and self-restraint), reflecting a transformational leadership style that emphasizes tuladhan (exemplary behavior), guyub (solidarity), and ngeluhurake (dignifying others). (3) The implications of this leadership model and strategy are reflected in the formation of teachers‘ commitment through tepo seliro, which consists of three moral dimensions: personal, institutional, and visionary.
PASCASARJANA, UIN SUNAN KALIJAGA YOGYAKARTA
KEPEMIMPINAN KEPALA SEKOLAH BERBASIS TRILOGI PENDIDIKAN KI HAJAR DEWANTARA UNTUK MEMBANGUN KOMITMEN GURU SMK TAMAN KARYA MADYA YOGYAKARTA (Text)
KEPEMIMPINAN KEPALA SEKOLAH BERBASIS TRILOGI PENDIDIKAN KI HAJAR DEWANTARA UNTUK MEMBANGUN KOMITMEN GURU SMK TAMAN KARYA MADYA YOGYAKARTA (Other)
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