Analisis Kualitatif Budaya Organisasi dan Implikasinya terhadap Kinerja Pendidik dalam Perspektif Psikologi Organisasi Positif
Kata Kunci:
Budaya Organisasi, Kinerja Guru, Psikologi Organisasi Positif, Penelitian Kualitatif, Konstruksi MaknaAbstrak
Upaya meningkatkan kinerja pendidik sering kali bersandar pada pendekatan struktural dan insentif material, sementara dimensi makna, nilai, dan pengalaman subjektif dalam budaya organisasi sekolah kurang mendapat perhatian mendalam. Penelitian ini bertujuan untuk mengeksplorasi secara mendalam bagaimana konstruksi budaya organisasi, khususnya nilai, ritual, narasi, dan praktik sehari-hari dipahami, dialami, dan dimaknai oleh para pendidik, serta bagaimana pemaknaan tersebut berimplikasi pada motivasi, keterikatan, dan akhirnya kinerja mereka. Penelitian ini menggunakan pendekatan kualitatif fenomenologis dengan studi kasus multi situs di dua sekolah menengah atas (negeri dan swasta Islam) yang memiliki karakter budaya berbeda. Data dikumpulkan melalui wawancara mendalam terhadap 15 pendidik dan kepala sekolah, observasi partisipatif selama 4 bulan, serta analisis dokumen. Data dianalisis secara tematik dengan model interaktif Miles, Huberman, dan Saldaña (2014). Hasil penelitian mengungkap tiga tema utama: (1) “Budaya sebagai Sistem Makna yang Dikonstruksi Bersama”, di mana kinerja tinggi muncul ketika nilai-nilai inti (seperti kolaborasi dan apresiasi) dikomunikasikan secara konsisten dan diinternalisasi melalui ritual sosial; (2) “Kesenjangan antara Aspirasi dan Praktik: Budaya yang Terfragmentasi”, di mana inkonsistensi antara nilai yang diucapkan (espoused values) dan nilai yang dipraktikkan (enacted values) menciptakan disonansi kognitif dan penurunan keterikatan kerja; (3) “Psikologi Ruang Antar-Pribadi: Kepemimpinan sebagai Katalisator Iklim Psikologis”. Kesimpulan: Kinerja pendidik tidak hanya ditentukan oleh faktor individu, tetapi sangat dipengaruhi oleh iklim psikologis kolektif yang dibentuk dan dipelihara oleh budaya organisasi. Efektivitas budaya terletak pada kemampuannya menciptakan koherensi antara makna simbolis dan pengalaman praktis sehari-hari, yang pada akhirnya mempengaruhi komitmen dan energi psikologis pendidik. Rekomendasi difokuskan pada pentingnya pendekatan meaning-centered leadership dalam pengelolaan sekolah.
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