INTERNALIZING ECO-THEOLOGICAL VALUES IN SCHOOL CULTURE: PRINCIPALS’ STRATEGIES FOR CREATING SUSTAINABLE GREEN SCHOOLS IN JUNIOR HIGH SCHOOLS

Abstract

Environmental degradation in areas affected by oil palm plantations and mining requires schools to play an active role—not merely by pursuing administrative awards such as the Adiwiyata Award, but by appealing to the deepest moral consciousness of the school community. The objective of this study is to analyze the strategies employed by the principal to instill eco-theological values into the school culture in order to build a sustainable green school at public junior high school (SMPN) 3 Parenggean. This study employs a qualitative case study approach. Data were collected through in-depth interviews, supplemented by direct observation and document analysis. Data analysis was conducted in stages, from data sorting and presentation to drawing conclusions, with data validity ensured through triangulation. The findings indicate that the principal successfully drove change through three steps of ecological leadership. First, at the policy level, the principal transformed the school’s vision by establishing eco-theology as the moral foundation for changing the mindset of the school community to foster greater care for the environment and the Earth. Second, at the curriculum level, the principal integrated religious values and environmental conservation into subjects such as science and religion to cultivate students’ critical thinking regarding environmental degradation in their surroundings. Third, in the realm of school culture, the principal successfully established green habits that took root without coercion. Obstacles, such as objections from some cafeteria staff and vendors outside the cafeteria, were successfully resolved through persuasive and communicative dialogue. The environmentally friendly behavior of the school community has now evolved from what was initially merely a fear of punishment by teachers into a sincere spiritual awareness. This study implies that the utilization of religious values has proven effective as a powerful source of moral strength for maintaining the long-term sustainability of a green school culture.