Collaborative Leadership of School Principals in Conflict Management in Vocational High Schools
DOI:
https://doi.org/10.37680/scaffolding.v8i3.10597Keywords:
Center of Excellence, Collaborative leadership, Conflict management, School principal, Vocational high schoolAbstract
This study examines how school principals enact collaborative leadership to manage organizational conflict in vocational high schools (SMK) designated as Centers of Excellence (Pusat Keunggulan). A qualitative multi-case study design was employed, involving two private vocational schools, SMK Islam Kalipare and SMK Brantas Karangkates, selected for their contrasting institutional cultures and shared participation in the SMK PK program. Data were collected through 24 semi-structured interviews with principals, vice principals, teachers, school committee members, and industry partners; non-participant observations of meetings and mediation sessions; and document analysis. Thematic analysis revealed that collaborative conflict management was practiced through structured dialogue forums, cross-functional mediation teams, and inclusive decision-making processes. Principals identified conflict early by maintaining open communication channels and mapping stakeholder interests. Conflict management strategies included integrative negotiation, mediation, and compromise, with a strong emphasis on preserving relationships and aligning school–industry expectations. Supporting factors comprised mutual trust, transparent communication, organizational and religious values, and external support from foundations and industry partners. Conversely, barriers included teacher resistance to curriculum changes, administrative workload, and over-reliance on the principal as the primary conflict resolver. The findings suggest that collaborative leadership transforms conflict into a catalyst for institutional learning and commitment. The study contributes to the limited empirical literature on conflict management in vocational education reform and offers practical implications for principal preparation programs, especially in developing relational, participatory, and distributed leadership capacities.
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