Internalization of Educational Leadership Theory Values in School Management A Naturalistic Qualitative Approach
Keywords:
Educational Leadership Theory, Value Internalization, School Management, Instructional Leadership, Transformational LeadershipAbstract
This study examines the internalization of educational leadership theory values in public secondary school management in Indonesia. Grounded in value-based leadership theory, the research explores how constructs such as moral integrity, instructional commitment, shared vision, and accountability are interpreted and enacted in everyday managerial practices. Data were collected through in-depth interviews, non-participant observations, and document analysis involving 12 school principals selected through purposive sampling based on a minimum of five years of leadership experience. Thematic analysis following Braun and Clarke’s framework was employed to identify patterns related to the processes, challenges, and contextual influences shaping value internalization. The findings reveal that internalization occurs through iterative reflective practices, including collaborative decision-making and value negotiation, influenced by personal belief systems, institutional culture, and policy environments. Moral commitment, reflected in consistent ethical decision-making and transparency in leadership actions, emerged as the core dimension sustaining leadership credibility and organizational trust. However, the study also found tensions between instructional leadership ideals and administrative demands, indicating that structural alignment is necessary to translate values into consistent practice. Furthermore, contextual adaptation plays a decisive role, as leaders reinterpret theoretical frameworks to respond to local needs and expectations. The study concludes that sustainable value internalization requires ethical coherence, reflective practice, participatory engagement, and a strong professional identity. By shifting the focus from leadership styles to value internalization processes, this research contributes to bridging the gap between educational leadership theory and authentic school management practice. The findings provide implications for leadership development programs, emphasizing the importance of cultivating value-based, context-responsive, and morally grounded educational leadership.
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