Conceptualization of Transcendental Awareness on Neo-Institutional Theory Towards Good School Governance in Indonesia

Abstract

Many works of literature discuss the role of Good School Governance (abbreviated as GSG) towards school performance. At the same time, a gap in understanding GSG occurs in various countries. In addition, the demand for implementing GSG forces schools to seek legitimacy through neo-institutional theory. Coercive isomorphism requires categorical, procedural, structural, and personnel adjustments. This study proposes developing the neo-institutional theory through coercive isomorphism in implementing GSG in Indonesia. It is descriptive-qualitative research using scientific literature studies and semi-structured interviews with the informants from school management and teachers in particular categories of vocational high schools, which are determined purposively using the source triangulation method. The research findings can be proposed as a conceptual model for the contribution of transcendental awareness as part of an adjustment in the coercive isomorphism of the neo-institutional theory.