Principal Decision Making for Organizational Conflict Management in Indonesian Islamic Secondary Schools

Abstract

Decision-making is a fundamental leadership competency that determines the effectiveness of organizational conflict management in educational institutions. This study aims to analyze principals' decision-making processes, identify the decision-making styles employed, examine the organizational implications of these decisions, and formulate a conceptual model for conflict management in Indonesian secondary schools. A qualitative multisite phenomenological design was employed at SMP Global Islamic Boarding School Karangan and SMP Sunan Kalijaga Pogalan Trenggalek. Data were collected through participant observation, semi-structured interviews, and document analysis involving principals, vice principals, foundation representatives, guidance counselors, and administrative staff. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, followed by within-site and cross-site analyses. The findings reveal that principals implement a systematic decision-making process comprising problem identification, conflict data collection and analysis, development of decision alternatives, selection of the most appropriate alternative, implementation, monitoring, evaluation, and follow-up actions. Three dominant decision-making styles were identified, namely rational, cautious, and conceptual styles, which collectively support effective organizational conflict management. The decisions generated significant implications for schools, teachers, students, parents, and the wider community, encouraging principals to establish preventive programs that strengthen organizational harmony and educational quality. The study proposes the Resolutive–Harmonious Decision-Making Model Based on Dialogic Communication, integrating rational decision-making, participatory dialogue, and Islamic ethical values to create sustainable organizational harmony. This model extends existing educational leadership and conflict management theories by emphasizing that leadership effectiveness should be evaluated not only by conflict resolution but also by the principal's ability to establish a collaborative, child-friendly, and harmonious organizational environment.