Teacher Resistance in Building School Image at an Islamic Educational Institution in Sidoarjo
Resistensi Guru dalam Membangun Citra Sekolah pada Lembaga Pendidikan Islam di Sidoarjo
DOI:
https://doi.org/10.21070/ups.11083Keywords:
Resistence, Boarding school, Islamic Education, change management, school imageAbstract
This study is motivated by the stagnation in student enrollment at an Islamic educational institution in Sidoarjo, which encouraged the development of a boarding school program as a strategic effort to enhance competitiveness and strengthen the Islamic school image. However, some teachers opposed its adoption, which could affect program consistency. This study examines the types of teacher resistance, its underlying causes, its effects on program execution and school reputation, and the principal’s tactics to deal with it. In-depth interviews, observations, and document analysis were used in a qualitative descriptive method with an interpretive paradigm. The results show that teacher opposition can take overt and covert forms, including program delegitimization, cynical remarks, passive behavior, and vocal rejection. Contributing causes include work habits, lack of awareness of the boarding school’s strategic goals, and mismatch between regular and boarding systems. The principal addressed resistance through persuasive communication, Islamic leadership, and gradual teacher involvement.
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