School Management Collaboration in Managing Student Potential in Nature Schools
DOI:
https://doi.org/10.59211/mjpjetl.v4i1.179Keywords:
management collaboration, student potential management, nature school, education managementAbstract
This study aimed to analyze the patterns of school management collaboration in managing student potential at Sekolah Alam Kampung Sawah and Pesantren Alam Arrahmah Bondowoso. The inquiry focused on role distribution among school management actors, coordination mechanisms, student potential facilitation strategies, and supporting and inhibiting factors of collaboration. A qualitative approach with a multi-site case study design was employed. Data were collected through in-depth interviews, limited participatory observation, and school documentation. Participants included principals, classroom teachers, supporting teachers, dormitory mentors, administrative staff, and parents. Data were analyzed through data condensation, data display, and thematic conclusion drawing. Trustworthiness was strengthened through source triangulation, technique triangulation, member checking, and document audits. The findings revealed that school management collaboration in managing student potential was enacted through coordination meetings, daily communication, individual assistance, outdoor learning adaptation, and student progress evaluation. Effective collaboration emerged when schools developed participatory leadership, a caring culture, cross-role communication, and consistent student development documentation. The main constraints were limited potential assessment instruments, teacher workload, and uneven understanding of holistic student potential management
Downloads
References
[1] M. Friend and L. Cook, Interactions: Collaboration skills for school professionals, 8th ed. Pearson, 2017.
[2] U. Bronfenbrenner, The ecology of human development: Experiments by nature and design. Harvard University Press, 1979.
[3] M. Ainscow, “Promoting inclusion and equity in education: Lessons from international experiences,” Nord. J. Stud. Educ. Policy, vol. 6, no. 1, pp. 7–16, 2020, doi: 10.1080/20020317.2020.1729587.
[4] R. K. Yin, Case study research and applications: Design and methods, 6th ed. SAGE Publications, 2018.
[5] J. W. Creswell and C. N. Poth, Qualitative inquiry and research design: Choosing among five approaches, 4th ed. SAGE Publications, 2018.
[6] M. B. Miles, A. M. Huberman, and J. Saldana, Qualitative data analysis: A methods sourcebook, 3rd ed. Sage Publications, 2014.
[7] D. E. DeMatthews, A. Serafini, and T. N. Watson, “Leading inclusive schools: Principal perceptions, practices, and challenges to meaningful change,” Educ. Adm. Q., vol. 57, no. 1, pp. 3–48, 2021, doi: 10.1177/0013161X20913897.
[8] L. Florian and K. Black-Hawkins, “Exploring inclusive pedagogy,” Br. Educ. Res. J., vol. 37, no. 5, pp. 813–828, 2011, doi: 10.1080/01411926.2010.501096.
[9] U. Sharma and S. J. Salend, “Teaching assistants in inclusive classrooms: A systematic analysis of the international research,” Aust. J. Teach. Educ., vol. 41, no. 8, pp. 118–134, 2016, doi: 10.14221/ajte.2016v41n8.7.
[10] K. Messiou, “Research in the field of inclusive education: Time for a rethink?,” Int. J. Incl. Educ., vol. 21, no. 2, pp. 146–159, 2017, doi: 10.1080/13603116.2016.1223184.
Downloads
Published
Issue
Section
URN
License
Copyright (c) 2026 Rahmi Dewi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
Comments
Comments are checked by the editorial team before they appear. Keep to the article's content; personal attacks, advertising and spam are removed.
Write a comment
Please log in to comment. Log in