Andi Muhlis, Muh. Tahir Malik, Ali Hanafi

A Study of Social Interaction Between Principals and Teachers in Building an Inclusive Organizational Climate

Introduction

A study of social interaction between principals and teachers in building an inclusive organizational climate. Study principal-teacher social interaction, inclusive values, and barriers in building an inclusive school organizational climate. Qualitative research insights from UPT SDN Kohala No. 10.

Abstract

This study aims to analyze the social interaction patterns of the principal and teachers, understand the application of inclusive values ​​in school social interactions, and identify structural and cultural barriers in building an inclusive organizational climate at the UPT SDN Kohala No. 10 Selayar Islands. This study uses a qualitative research type with a phenomenological approach. The research location was carried out at the UPT SDN Kohala No. 10 Selayar Islands for six months. The main informant of the study was the principal, while key informants consisted of several teachers who actively interacted in the school organization. Data collection techniques were carried out through in-depth interviews, observation, and documentation. Data analysis used the Miles and Huberman model through data reduction, data presentation, and drawing conclusions. Data validity tests were carried out using triangulation of sources, techniques, and time. The results of the study indicate that the social interaction patterns between the principal and teachers develop through open two-way communication, collective work coordination, and social relationships built in an atmosphere of family and mutual trust. Inclusive values ​​are understood as attitudes of equality, openness, respect, and togetherness that are applied in the daily life of the school organization. The obstacles found consisted of structural obstacles in the form of time constraints, workload, geographical conditions of the islands, and limited facilities, as well as cultural obstacles in the form of seniority, feelings of embarrassment, and potential communication misunderstandings.

Review

This study offers a timely and relevant exploration into the intricate dynamics of social interaction between principals and teachers in shaping an inclusive organizational climate. The chosen qualitative research design, employing a phenomenological approach, is particularly apt for deeply understanding the lived experiences and nuanced patterns within a specific context like UPT SDN Kohala No. 10 Selayar Islands. The clear objectives, robust data collection techniques (in-depth interviews, observation, documentation), and rigorous data analysis using the Miles and Huberman model, complemented by source, technique, and time triangulation, bolster the study's credibility and the trustworthiness of its findings. The research successfully identifies key aspects of positive social interaction, highlighting open two-way communication, collective work coordination, and relationships built on a foundation of family and mutual trust—elements critical for any thriving organizational culture. Furthermore, the study effectively elucidates how inclusive values such as equality, openness, respect, and togetherness are perceived and operationalized in the daily life of the school. Crucially, the study does not merely present successes but also thoroughly investigates the challenges. It comprehensively details both structural obstacles, including time constraints, workload, geographical isolation, and limited facilities, as well as cultural barriers such as seniority, feelings of embarrassment, and potential communication misunderstandings, offering a holistic view of the complexities involved. The findings from this study provide valuable insights for educational leaders and policymakers, particularly those in similarly isolated or resource-constrained settings, on fostering an inclusive climate. Understanding the identified positive interaction patterns can inform leadership development programs, while the detailed account of structural and cultural barriers offers concrete areas for strategic intervention and support. While the study provides rich qualitative depth, future research could potentially expand by exploring the direct impact of these social interactions and barriers on student learning outcomes or by conducting comparative studies across multiple schools to test the transferability of these findings. Overall, this research makes a significant contribution to the literature on organizational leadership and inclusive education, offering both theoretical understanding and practical implications for cultivating supportive and equitable school environments.

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