Organizational Culture in Schools: Overcoming Digital Policy Resistance Through a Coaching Approach
DOI:
https://doi.org/10.35445/alishlah.v18i3.10014Keywords:
digital transformation, educational coaching, resistance to change, school organizational cultureAbstract
Digital transformation in schools often encounters resistance arising from limited technological competencies, increased workloads, and uncertainty about organizational change. This study explored how school organizational culture and coaching-related leadership practices contribute to addressing resistance to digital policy implementation. A qualitative case study was conducted in a school within the administrative area of the Branch of the Education Office, Region I, West Java Province, Indonesia. Participants included school principals, teachers, and educational personnel selected through purposive sampling. Data were collected through semi-structured interviews, observations, and document analysis. Analysis followed the interactive model of Miles et al., involving data reduction, data display, and conclusion drawing and verification. Credibility was supported through source and methodological triangulation and member checking. Resistance to digital policies was associated with concerns about additional workloads, limited digital competencies, and difficulties adapting to unfamiliar technologies. Collaborative organizational practices, including peer support and shared learning, appeared to facilitate adaptation. Coaching-related leadership practices involving reflective discussions, mentoring, and practical assistance were perceived as helping teachers develop confidence and navigate technological challenges. The findings suggest that collaborative organizational culture and supportive leadership practices can facilitate school personnel's adaptation to digital policies. Integrating reflective dialogue and professional support into school leadership may help address resistance to organizational change. However, the case study design does not establish causal effectiveness.
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