An Analysis of the Principal’s Leadership in Fostering a Culture of Discipline and Innovation in Schools

Dedi Priyanto

Authors

Dedi Priyanto SDN 7 Muara Telang, Indonesia Author

Keywords:

Problem Organizational Ambidexterity, of Discipline and Innovation, Leadership, Integrative Leadership Framework (ILF), Psychological Safety

Abstract

This study's goal is to determine and examine how Principal Leadership integrates the cultural dualism of Flexible Innovation (Exploration) and Structural Discipline (Exploitation) in schools using the Kurikulum Merdeka (Independent Curriculum). Techniques: The study used a descriptive qualitative methodology in three to four schools using data triangulation, including observation, in-depth interviews, and Likert scale questionnaires for informant selection. Comparing the opinions of Core/Innovative Teachers with Non-Core/Critical Teachers is the main goal of data analysis. Findings: It was shown that an Integrative Leadership Framework (ILF) combines cultural, instructional, and transformational aspects. The Principal's distinct functions as a "Bridge" (linking innovation with accountability standards) and a "Buffer" (covering teachers from the effects of innovation failures) allow the ILF to function. The results indicate that although non-core teachers understand the ILF as procedural ambiguity, core teachers view it as full empowerment. Novelty & Contribution: By clearly mapping the Buffering and Bridging roles as operational mechanisms for attaining Organizational Ambidexterity in the educational environment, this work fills a gap in the literature about particular integrative leadership models. Practical Implications: The ILF provides training institutions and principals with precise guidance for managing cultural dualism and easing teacher perceived stress.

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