<![CDATA[This research endeavor aims to elucidate the significance and fundamental nature of the subjective experiences surrounding the phenomenon of inactivity within school committees, which are tasked with the governance of primary schools (SD) in Bali. A descriptive phenomenological framework based on the work of Husserl was employed to gain insight into the lived experiences of committee members. Data were collected through in-depth, semi-structured interviews and participant observation, involving 12 key informants from three primary schools in Bali. Thematic analysis revealed five core themes that contribute to this identified lack of engagement: (1) the overwhelming impact of post-pandemic economic constraints; (2) limited capacity and a lack of clarity regarding responsibilities; (3) one-way communication originating solely from the school; (4) a dearth of opportunities for meaningful participation; and (5) the erosion of *Tri Hita Karana* values within collaborative practices. The findings underscore that "inactivity" extends beyond mere physical absence; rather, it represents a failure to establish meaningful and trustworthy relationships. Revitalizing these committees requires a holistic approach that integrates context-specific training, inclusive scheduling, and strategic budgeting. Future research should focus on optimizing the roles, duties, and functions of school committees to foster the sustainable improvement of school quality.]]>
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