CONSTRUCTION OF ELEMENTARY SCHOOL SAFETY CLIMATE: THE ROLE OF IDEALIZED INFLUENCE AND INSPIRATIONAL MOTIVATION OF THE PRINCIPAL
DOI:
https://doi.org/10.36526/sosioedukasi.v15i1.7691Keywords:
Idealized Influence, Inspirational Motivation, Educational Report, RSI Model, Security ClimateAbstract
The escalation of child violence and post-disaster infrastructure damage in elementary schools demands a resilient leadership model. This study aims to analyze the implementation of the principal's Idealized Influence and Inspirational Motivation strategies in building trust and resilience within the school community. Using a qualitative case study method at SDN 2 Ketangirejo, data was collected through interviews, observations, and analysis of the 2023-2024 Education Report Card. The findings indicate that the leadership's moral example and inspirational vision successfully created a "psychological shield" that compensated for physical vulnerability, as evidenced by an increase in the security index from 68.02 to 75.99. However, administrative vulnerabilities were identified in the instructional leadership aspect. As a solution, a "Resilient-Systemic-Instructional" (RSI) model was formulated that integrates collective leadership, data-driven operational standardization, and strengthened academic supervision to ensure the sustainability of a comprehensive school safety climate.
References
Amtu, O. (2021). Kepemimpinan Instruksional: Peningkatan Mutu Pembelajaran di Sekolah. Yogyakarta: Deepublish.Azhari.
Aulia, R. (2025). Evaluasi Kebijakan Keamanan Sekolah Dasar Pasca-Bencana. Jurnal Akuntabilitas Manajemen Pendidikan, 13(1), 15-28. https://doi.org/10.21831/jamp.v13i1.72451.
Fadhli, M. (2022). Manajemen Risiko dalam Pendidikan Dasar: Tantangan dan Solusi. Jurnal Pendidikan Indonesia, 11(2), 245-258. https://doi.org/10.23887/jpi-undiksha.v11i2.43210.
Fauzi, A. (2024). Gender-Based Violence in Primary Schools: A Leadership Perspective. Social Sciences Quarterly Journal, 15(2), 112-128. https://doi.org/10.3390/socsci15020112.
Handayani, T. (2020). Infrastructure and Safety Climate in Rural Schools. Journal of Educational Management, 12(2), 201-215. https://doi.org/10.17509/jem.v12i2.25410.
Harahap, M. S. (2022). Kepemimpinan Karismatik dalam Peningkatan Kedisiplinan Siswa Sekolah Dasar. Jurnal Pendidikan dan Konseling, 4(3), 115-125. https://doi.org/10.31004/jpdk.v4i3.4512.
Hasanah, U., & Wijaya, C. (2026). Adaptive Leadership in Educational Crisis Management. Journal of Educational Policy and Management, 15(1), 22-38. https://doi.org/10.21831/jepm.v15i1.78201.
Hidayat, R., & Patras, Y. E. (2023). Transformational Leadership and School Climate: A Meta-Analysis. Jurnal Pendidikan dan Kebudayaan, 8(2), 145-160. https://doi.org/10.24832/jpnk.v8i2.3501.
Hidayatullah, A. (2023). Budaya Keamanan Sekolah: Tantangan dan Harapan. Jurnal Manajemen Pendidikan Dasar, 7(2), 150-165. https://doi.org/10.23917/jmpd.v7i2.21342.
Lestari, P. (2021). Disaster Risk Reduction in Indonesian Schools. Jurnal Ilmu Pendidikan (JIP), 27(1), 12-25. https://doi.org/10.17977/um031v27i1p12-25.
Lubis, S., & Nurhayati, E. (2023). Idealized Influence dan Kepercayaan Guru terhadap Kepala Sekolah. Jurnal Akuntabilitas Manajemen Pendidikan, 11(1), 45-56. https://doi.org/10.21831/jamp.v11i1.51210.
Kusumawardani, D., et al. (2024). Institutionalizing Transformational Leadership in Crisis-Prone Schools. Educational Review, 76(4), 412-430. https://doi.org/10.1080/00131911.2024.2234567.
Maimunah, S. (2024). Teacher Wellbeing and School Safety: A Psychological Perspective. Journal of Positive School Psychology, 8(1), 89-104. https://doi.org/10.17509/jpsp.v8i1.45321.
Miller, K., et al. (2024). Infrastructural Stressors and Teacher Wellbeing. Teaching and Teacher Education, 138, 104-115. https://doi.org/10.1016/j.tate.2024.104115.
Mulyani, S. (2023). Budaya Sekolah dan Mitigasi Bullying di Sekolah Dasar. Jurnal Elementaria Edukasia, 6(1), 88-102. https://doi.org/10.31949/jee.v6i1.4502.
Nguyen, D., & Ng, D. (2025). Crisis Leadership and Intellectual Stimulation in Schools. Journal of Educational Administration, 63(1), 45-62. https://doi.org/10.1108/JEA-05-2024-0112.
Nugroho, S. (2020). School Safety Policy Post-Pandemic: A Systemic Review. Cakrawala Pendidikan, 39(2), 432-445. https://doi.org/10.21831/cp.v39i2.31210.
Pitaloka, D. (2023). Resiliensi Siswa di Sekolah Terdampak Bencana Alam. Jurnal Psikologi Pendidikan dan Perkembangan, 12(2), 77-88. https://doi.org/10.20473/jppp.v12i2.35612.
Pratama, R., & Utami, W. (2022). Human Capital vs Physical Capital in School Quality Management. International Journal of Educational Research, 10(2), 201-215. https://doi.org/10.14421/ijer.2022.102-05.
Pratama, A., & Mulyani, S. (2025). Kepemimpinan Kolektif dalam Mitigasi Risiko Sekolah Dasar. Jurnal Ilmu Pendidikan (JIP), 31(2), 145-160. https://doi.org/10.17977/um031v31i22025p145.
Prasetyo, I. (2021). Inspirational Motivation in School Management. International Journal of Instruction, 14(3), 15. https://doi.org/10.29333/iji.2021.1432a.
Putra, A., & Santoso, H. (2022). Determinants of School Safety Climate in Post-Disaster Areas. Cakrawala Pendidikan, 41(3), 712-725. https://doi.org/10.21831/cp.v41i3.45612.
Rahman, M. (2023). Bullying in Elementary Schools: A Longitudinal Study in Central Java. Jurnal Psikologi Pendidikan, 11(3), 305-320. https://doi.org/10.15294/jpp.v11i3.67821.
Reddy, L. A., et al. (2024). Teacher Stress and School Safety: A Longitudinal Analysis. Journal of School Violence, 23(4), 1181-1195. https://doi.org/10.1080/15388220.2024.2312345.
Ristiana, N. (2023). Supervisi Akademik dan Iklim Keamanan Sekolah Dasar. Jurnal Akuntabilitas Manajemen Pendidikan, 11(2), 120-135. https://doi.org/10.21831/jamp.v11i2.56432.
Saputra, R. (2021). Case Study Methodology in Educational Leadership. Jurnal Penelitian Kualitatif, 5(1), 22-38. https://doi.org/10.21009/jpk.051.03
Sari, W. P., & Aziz, A. (2022). Implementasi Kebijakan Pencegahan Kekerasan di Satuan Pendidikan Dasar. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(4), 3210-3222. https://doi.org/10.31004/obsesi.v6i4.2311
Setiawan, D. (2022). Teacher Wellbeing and School Leadership: A Qualitative Study. Jurnal Manajemen dan Supervisi Pendidikan, 6(2), 89-101. https://doi.org/10.17509/jmsp.v6i2.34211
Siregar, F., & Rahmawati, L. (2025). Inspirational Motivation and Collective Resilience in Rural Schools. Jurnal Manajemen Pendidikan (JMP), 13(1), 12-25. https://doi.org/10.21009/jmp.v13i1.65432.
Sudirman, A. (2021). Manajemen Risiko Keamanan Sekolah Dasar. Jurnal Administrasi Pendidikan, 28(2), 305-320. https://doi.org/10.17509/jap.v28i2.34512.
Supriyanto, A., et al. (2023). Fiscal Management for School Disaster Recovery. Jurnal Ilmu Pendidikan, 29(1), 12-25. https://doi.org/10.17977/um031v29i1p12-25.
Suryadi, M., & Wahyudi, C. (2026). Data-Driven Instructional Leadership for School Safety. Journal of Educational Administration, 64(1), 88-105. https://doi.org/10.1108/JEA-03-2025-0088.
Tan, C., et al. (2024). Institutionalizing School Safety: Beyond Charismatic Leadership. Educational Management Administration & Leadership, 52(4), 880-898. https://doi.org/10.1177/17411432241234567.
Wibowo, A. (2022). Kepemimpinan Visioner dalam Mengelola Rapor Pendidikan. Jurnal Akuntabilitas Manajemen Pendidikan, 10(1), 45-58. https://doi.org/10.21831/jamp.v10i1.48201.
Wicaksono, B., et al. (2025). Structural Failure and Psychological Distress in Elementary Schools. Journal of School Safety, 14(2), 150-167. https://doi.org/10.1016/j.jss.2025.100123.
Zulfa, A., Maunah, B., & Fatoni, A. (2024). Kepemimpinan Transformasional Kepala Sekolah dalam Meningkatkan Mutu Pendidikan. Jurnal Manajemen Pendidikan Islam (JMPI), 9(1), 51-64. https://doi.org/10.18860/jmpi.v9i1.2450.
Zulkarnaen, W. (2023). Dinamika Iklim Keamanan Sekolah Dasar di Wilayah Rawan Bencana. Cakrawala Pendidikan, 42(2), 315-330. https://doi.org/10.21831/cp.v42i2.58321.
.png)
