School Principals' Decision-Making Strategies In Developing A Positive School Culture And Enhancing Teachers' Organizational Commitment: A Multisite Case Study In Senior And Vocational High Schools In Central Lombok

Abstract

School effectiveness in achieving educational goals is determined not only by the availability of resources and programs but also by the principal’s ability to make decisions that guide organizational processes, foster a positive school culture, and strengthen teachers’ organizational commitment. This study aimed to explore principals’ decision-making strategies in school organizational management, the development of a positive school culture, and the enhancement of teachers’ organizational commitment, as well as to analyze how different school contexts shape decision-making strategies and influence school culture and teacher commitment. This research employed a qualitative approach using a multisite case study design conducted at SMA Negeri 1 Praya Barat, SMK Negeri 1 Praya Tengah, and SMA IT Insan Qur’an Mulia in Central Lombok Regency, Indonesia. The participants included principals, vice principals, teachers, and administrative staff. Data were collected through in-depth interviews, observations, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. Data trustworthiness was ensured through source, technique, and time triangulation. The findings revealed that principals’ decision-making strategies began with problem identification through the utilization of the Education Report Card, supervision results, program evaluations, and input from various school stakeholders. The process was followed by the consideration of alternative actions, the involvement of teachers, vice principals, and administrative staff, and subsequent implementation through coordination and program evaluation. In fostering a positive school culture, decision-making was not merely focused on establishing rules but was grounded in an understanding of the school’s conditions, which was then translated into habituation programs, character development initiatives, role modeling, open communication, and dialogic approaches. Teachers’ organizational commitment was strengthened through participation in decision-making processes, professional development opportunities, delegated responsibilities, and the creation of a supportive work environment characterized by communication and collaboration. Cross-case analysis indicated that decision-making strategies were shaped by the organizational context of each school. SMA Negeri 1 Praya Barat emphasized strengthening participation and program consistency, SMK Negeri 1 Praya Tengah focused on coordination to manage organizational complexity, while SMA IT Insan Qur’an Mulia prioritized deliberation and the reinforcement of school values. Despite these contextual differences, all three schools demonstrated that stakeholder involvement, open communication, continuous coordination, and systematic follow-up of decisions were essential factors in fostering a positive school culture and enhancing teachers’ organizational commitment.