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Remigius Missa
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other

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Context-Responsive Managerial Skills and Character-Centred School Quality: Implications for SDGs 4, 16, and 17 in Eastern Indonesia Remigius Missa; Maria Veronika Roesminingsih; Bambang Sigit Widodo
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.316

Abstract

Objective: To examines how principals integrate conceptual, human, and technical managerial skills to strengthen school quality across three Catholic secondary schools in Eastern Indonesia and interprets the relevance of these practices to SDGs 4, 16, and 17. Method: A multi-site case study was conducted in three schools governed by the same foundation but differentiated by mission, resources, and performance conditions. Purposively selected participants represented principals, vice-principals, teachers, and foundation leadership; the source documentation did not provide one consolidated participant total. Data from in-depth interviews, participant observation, and documentary analysis were examined within each site through condensation, display, and conclusion drawing, followed by cross-site comparison and triangulation. Results: Conceptual skill was expressed through school self-evaluation, SWOT analysis, vision and mission review, priority setting, and the alignment of school work plans and budgets. Human skill mobilised implementation through motivation, dialogue, active listening, recognition, delegation, stakeholder participation, and partnership building. Technical skill embedded priorities in instructional supervision, curriculum and assessment coordination, teacher development, remedial and enrichment support, learning-resource management, discipline, and accountable administration. Across the sites, these skills operated as a recursive improvement process. School quality combined standards compliance and academic and non-academic performance with integrity, character, faith, civic responsibility, local wisdom, and social trust. Novelty: The study advances Katz’s framework from a three-part taxonomy to a context-responsive improvement mechanism and offers a character-centred conception of school quality for faith-based and resource-differentiated settings, while linking the findings analytically-not as original field indicators—to the governance principles of SDGs 4, 16, and 17.
Relational Leadership and Stakeholder Co-Production for Quality Education: Advancing SDG 4 and SDG 17 in Catholic Secondary Schools in Eastern Indonesia Remigius Missa; Maria Veronika Roesminingsih; Bambang Sigit Widodo
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.317

Abstract

Objective: Investigates how school principals convert relational managerial capabilities into stakeholder co-production that advances Sustainable Development Goal 4 and Sustainable Development Goal 17  across three Catholic secondary schools in Eastern Indonesia. Method: A focused secondary thematic analysis was conducted on a qualitative multi-site case-study dataset generated through in-depth interviews, participant observation, and documentary analysis. Within-site and cross-site analyses examined communication, listening, motivation, recognition, delegation, stakeholder participation, and partnership mobilisation. Results: Six interdependent practices emerged: establishing relational safety, facilitating dialogic sensemaking, institutionalising participatory planning, delegating according to competence, integrating recognition with reciprocal accountability, and mobilising family-school-foundation-community partnerships. These practices strengthened teacher commitment, programme ownership, student support, access to additional resources, and community legitimacy. Context shaped enactment: the resource-constrained school depended more heavily on external networks, whereas the seminary school embedded participation within a shared formation mission. Novelty: The study proposes a relational co-production pathway in which trust and stakeholder participation operate as organisational infrastructure rather than supplementary programmes. The model explains how relational leadership connects school-level managerial practice with quality education (SDG 4) and sustainable partnerships (SDG 17) in faith-based and resource-differentiated settings.
Context-Responsive Managerial Skills and Character-Centred School Quality: Implications for SDGs 4, 16, and 17 in Eastern Indonesia Remigius Missa; Maria Veronika Roesminingsih; Bambang Sigit Widodo
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.316

Abstract

Objective: To examines how principals integrate conceptual, human, and technical managerial skills to strengthen school quality across three Catholic secondary schools in Eastern Indonesia and interprets the relevance of these practices to SDGs 4, 16, and 17. Method: A multi-site case study was conducted in three schools governed by the same foundation but differentiated by mission, resources, and performance conditions. Purposively selected participants represented principals, vice-principals, teachers, and foundation leadership; the source documentation did not provide one consolidated participant total. Data from in-depth interviews, participant observation, and documentary analysis were examined within each site through condensation, display, and conclusion drawing, followed by cross-site comparison and triangulation. Results: Conceptual skill was expressed through school self-evaluation, SWOT analysis, vision and mission review, priority setting, and the alignment of school work plans and budgets. Human skill mobilised implementation through motivation, dialogue, active listening, recognition, delegation, stakeholder participation, and partnership building. Technical skill embedded priorities in instructional supervision, curriculum and assessment coordination, teacher development, remedial and enrichment support, learning-resource management, discipline, and accountable administration. Across the sites, these skills operated as a recursive improvement process. School quality combined standards compliance and academic and non-academic performance with integrity, character, faith, civic responsibility, local wisdom, and social trust. Novelty: The study advances Katz’s framework from a three-part taxonomy to a context-responsive improvement mechanism and offers a character-centred conception of school quality for faith-based and resource-differentiated settings, while linking the findings analytically-not as original field indicators—to the governance principles of SDGs 4, 16, and 17.
Relational Leadership and Stakeholder Co-Production for Quality Education: Advancing SDG 4 and SDG 17 in Catholic Secondary Schools in Eastern Indonesia Remigius Missa; Maria Veronika Roesminingsih; Bambang Sigit Widodo
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.317

Abstract

Objective: Investigates how school principals convert relational managerial capabilities into stakeholder co-production that advances Sustainable Development Goal 4 and Sustainable Development Goal 17  across three Catholic secondary schools in Eastern Indonesia. Method: A focused secondary thematic analysis was conducted on a qualitative multi-site case-study dataset generated through in-depth interviews, participant observation, and documentary analysis. Within-site and cross-site analyses examined communication, listening, motivation, recognition, delegation, stakeholder participation, and partnership mobilisation. Results: Six interdependent practices emerged: establishing relational safety, facilitating dialogic sensemaking, institutionalising participatory planning, delegating according to competence, integrating recognition with reciprocal accountability, and mobilising family-school-foundation-community partnerships. These practices strengthened teacher commitment, programme ownership, student support, access to additional resources, and community legitimacy. Context shaped enactment: the resource-constrained school depended more heavily on external networks, whereas the seminary school embedded participation within a shared formation mission. Novelty: The study proposes a relational co-production pathway in which trust and stakeholder participation operate as organisational infrastructure rather than supplementary programmes. The model explains how relational leadership connects school-level managerial practice with quality education (SDG 4) and sustainable partnerships (SDG 17) in faith-based and resource-differentiated settings.
Co-Authors Bambang Sigit Widodo Maria Veronika Roesminingsih