Pseudo-Resolution and Structural Conflict in Schools Undergoing Policy-Driven Transformation: A Work Conflict Management Model for Sekolah Penggerak

Abstract

This study develops a contextually grounded work conflict management model for Sekolah Penggerak, Indonesia's national educational transformation program (Ministerial Decree No. 371/M/2021). Using a qualitative comparative two-site case study design, the study collected data from two Sekolah Penggerak Cohort I senior secondary schools in Kota Ambon, Maluku, through ten semi-structured in-depth interviews, 22 structured participatory field notes, and document analysis. Findings reveal that work conflict is predominantly structural-systemic, driven by task ambiguity, disproportionate workloads, ineffective policy communication, resource constraints, generational gaps, and unclear administrative rules. The most critical original finding is pseudo-resolution: conflict appears administratively settled through formal institutional pressure, yet structural tensions remain unaddressed, perpetuating recurring conflict cycles. Conflict management is informal and person-dependent, relying entirely on principals' individual leadership capacity without standardized institutional procedures. Based on a systematic synthesis of empirical findings and theoretical frameworks, this study proposes the Reflective-Collaborative Work Conflict Management Model comprising seven cyclical stages: early detection, root-cause analysis, open dialogue, neutral leadership mediation, multi-stakeholder collaboration, formal agreement documentation, and continuous reflective evaluation. Practical implications are advanced for school principals, district education offices, and Kemendikbudristek, with particular significance given the program's national target of reaching all Indonesian schools by 2027.