MINDFULNESS LEADERSHIP AND THE CULTIVATION OF POSITIVE SCHOOL CULTURE AT GLOBAL SEVILLA SCHOOL

ROSNELLY BARUS, . (2026) MINDFULNESS LEADERSHIP AND THE CULTIVATION OF POSITIVE SCHOOL CULTURE AT GLOBAL SEVILLA SCHOOL. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini mengkaji bagaimana kepemimpinan berbasis mindfulness dipraktikkan di Global Sevilla School serta kontribusinya terhadap pengembangan budaya sekolah yang positif. Penelitian ini menjawab masih terbatasnya kajian empiris mengenai kepemimpinan berbasis mindfulness dalam konteks pendidikan di Indonesia. Mindfulness dikonseptualisasikan bukan sebagai program pelengkap, melainkan sebagai orientasi kepemimpinan yang relasional dan etis yang terintegrasi dalam praktik kepemimpinan sehari-hari. Penelitian ini menggunakan desain mixed methods konvergen berorientasi kualitatif. Data dikumpulkan melalui wawancara, observasi, analisis dokumen, dan survei terhadap guru. Global Sevilla School dipilih karena memiliki komitmen kelembagaan dalam mengintegrasikan mindfulness ke dalam kepemimpinan, kurikulum, dan rutinitas sekolah. Triangulasi data memperkuat kredibilitas kontekstual temuan penelitian. Hasil penelitian menunjukkan bahwa kepemimpinan berbasis mindfulness diwujudkan melalui kehadiran penuh kesadaran, regulasi emosi, jeda reflektif, dan komunikasi tanpa menghakimi. Praktik tersebut mendorong terciptanya keamanan psikologis, kepercayaan, dan dialog terbuka dalam komunitas sekolah. Penelitian ini juga menunjukkan bahwa kepemimpinan berbasis mindfulness berlandaskan pada nilai kasih sayang, empati, pengendalian diri, dan rasa hormat yang memengaruhi pengambilan keputusan, hubungan interpersonal, serta pendekatan terhadap disiplin. Integrasi mindfulness melalui pelatihan dan rutinitas bersama memperkuat koherensi budaya sekolah. Meskipun menghadapi tantangan berupa beban kerja, pemahaman yang belum merata, dan risiko implementasi yang dangkal, penelitian ini menyimpulkan bahwa kepemimpinan berbasis mindfulness berkontribusi dalam mengembangkan budaya sekolah yang positif melalui integrasi kesadaran, nilai-nilai etis, dan praktik kepemimpinan relasional. ***** This study examines how mindfulness leadership is practiced at Global Sevilla School and how it contributes to cultivating positive school culture. Positioned within contemporary educational leadership discourse, the research addresses the limited empirical exploration of mindfulness leadership in the Indonesian context. The study conceptualizes mindfulness not as a supplementary program, but as a relational and ethical leadership orientation embedded in everyday practice. A qualitatively oriented convergent mixed-methods design was employed to capture both lived experiences and perceptual trends. Data were collected through interviews, observations, document analysis, and teacher surveys. Global Sevilla School was selected due to its institutionalized commitment to mindfulness across leadership, curriculum, and school routines. This design enabled triangulation and strengthened the contextual credibility of the findings. Findings indicate that mindfulness leadership is enacted primarily through embodied presence, emotional regulation, reflective pauses, and non-judgmental communication. Leaders model calm responsiveness and attentive listening, particularly during conflict or high-pressure situations. These practices foster psychological safety, trust, and open dialogue within the school community. The study further reveals that mindfulness leadership is grounded in core values such as compassion, empathy, self-control, and respect. These values shape discipline approaches, decision-making, and interpersonal relationships, reinforcing dignity and accountability. Whole-school integration—including structured training and shared routines—strengthens cultural coherence and sustainability. Despite its positive impact, mindfulness leadership faces challenges related to workload pressures, uneven understanding, and risks of superficial implementation. Sustained authenticity requires personal commitment, ongoing professional development, and institutional alignment. Overall, the study concludes that mindfulness leadership enhances positive school culture by integrating awareness, ethics, and relational practice within everyday leadership.

Item Type:	Thesis (Magister)
Additional Information:	1). Winda Dewi Listyasari, M.Pd., Ph.D. ; 2). Dr. Mohammad Sofwan Effendi, M.Ed.
Subjects:	Manajemen > Pendidikan, Riset Penelitian Bisnis
Divisions:	FIP > S2 Manajemen Pendidikan
Depositing User:	Rosnelly Barus .
Date Deposited:	03 Aug 2026 02:36
Last Modified:	03 Aug 2026 02:42
URI:	http://repository.unj.ac.id/id/eprint/66862

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