STRATEGI RETENSI GURU BERKUALITAS MELALUI PENDEKATAN HUMANISTIC MANAGEMENT DI SEKOLAH
Abstract
This study aims to analyze strategies for retaining qualified teachers through a humanistic management approach in schools to ensure sustainable educational quality and organizational stability. The research employed a qualitative case study design, with data collected through in-depth interviews, observations, and documentation, and analyzed using thematic techniques. The findings indicate that teacher retention is influenced not only by financial factors but also by empathetic leadership, job satisfaction, supportive organizational culture, and opportunities for professional development. The humanistic management approach effectively creates a work environment that respects individual dignity, encourages active participation, and supports teachers’ psychological well-being. Participative and communicative school leadership plays a crucial role in strengthening organizational commitment and teacher loyalty, while a positive organizational culture and continuous professional development enhance teachers’ emotional attachment to the institution. Therefore, effective teacher retention strategies require a holistic approach grounded in human values to improve satisfaction, commitment, and the overall quality of education sustainably.
References
Baharudin. (2020). Kepemimpinan pendidikan dan budaya organisasi sekolah. Palembang: UIN Raden Fatah Press.
Berlian, Z. (2019). Manajemen sumber daya manusia dalam pendidikan Islam. Palembang: UIN Raden Fatah Press.
Bush, T. (2022). Theories of educational leadership and management (5th ed.). London, England: Sage Publications.
Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Thousand Oaks, CA: Sage Publications.
Day, C., & Gu, Q. (2022). Resilient teachers, resilient schools. London, England: Routledge.
Fullan, M. (2023). The new meaning of educational change (6th ed.). New York, NY: Teachers College Press.
Hargreaves, A., & O’Connor, M. T. (2023). Collaborative professionalism in education. Thousand Oaks, CA: Corwin Press.
Melé, D. (2022). Humanistic management: Protecting dignity and promoting well-being in organizations. Cambridge, UK: Cambridge University Press.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2022). Qualitative data analysis: A methods sourcebook (4th ed.). Thousand Oaks, CA: Sage Publications.
Mukminin, A., Habibi, A., & Prasojo, L. D. (2023). Manajemen sumber daya manusia dalam pendidikan. Yogyakarta: UNY Press.
Sugiyono. (2023). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Artikel & Jurnal :
Alfisyah. (2024). Mendidik dengan hati: Moderasi beragama melalui kurikulum berbasis cinta sebagai solusi atas krisis nilai dan empati di dunia pendidikan Islam menuju pembangunan berkelanjutan. Jurnal Pemikiran dan Pengembangan Pembelajaran, 7(2), 145–158.
Arrafinur, S., & Bahrani, B. (2025). Strategi manajemen sumber daya manusia dalam meningkatkan retensi tenaga pendidik di lembaga pendidikan. Jurnal Manajemen Pendidikan, 9(1), 55–67.
Bakara, M. (2023). Job satisfaction and teacher performance in educational organizations. International Journal of Educational Management, 37(4), 812–824.
Hidayati, L., & Maula, I. (2025). Peradaban pesantren sebagai model implementasi kurikulum berbasis cinta: Analisis terhadap Kep. Dirjen Pendis No. 6077 Tahun 2025. Qalam: Jurnal Pendidikan Islam, 6(2).
Idris, M., Rahman, A., & Kurniawan, D. (2024). Human resource management practices in educational institutions and their impact on teacher commitment. Journal of Educational Administration Studies, 12(1), 45–58.
Karim, M., Oktarina, K., & Antoni, S. (2025). Strategic human resource management and academic staff retention in educational institutions. Jurnal Keguruan dan Ilmu Pendidikan, 4(3), 125–133.
Limbu, B., Sharma, P., & Rai, S. (2024). Transformational leadership and teacher retention in educational institutions. International Journal of Educational Leadership, 10(1), 55–70.
Maulida, F., & Darnoto. (2025). Implementasi pendekatan deep learning dalam kurikulum cinta dalam meningkatkan kualitas pembelajaran PAI. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(4).
Nurhaliza, N., Marsyanda, M., & Zainuri, A. (2024). Dampak pengembangan media digital dalam kurikulum berbasis cinta pada madrasah ibtidaiyah. Al-Ilmiya: Jurnal Pendidikan Islam.
Purnomo, H., Dianti, R., & Nurkolis, N. (2024). Teacher motivation and job satisfaction in improving educational quality. Journal of Educational Management, 9(2), 134–145.
Salim, N. Z. (2025). Implementasi perencanaan pembelajaran mendalam dan kurikulum berbasis cinta pada mata pelajaran fikih. Jurnal Pendidikan Tambusai.
Sari, W. P., Zainuri, A., & Annur, S. (2025). Implementasi kurikulum berbasis cinta di SMA Islam Az-Zahrah Palembang dalam perspektif filsafat dan sosiologi pendidikan Islam. Al-I’tibar: Jurnal Pendidikan Islam.
Saskia, S., Hindana, S. M., Zainuri, A., & Zahra, F. F. (2025). Meaningful Islamic studies learning through love-based curriculum in Madrasah Ibtidaiyah. Al-Ilmiya: Jurnal Pendidikan Islam.
Susila, I. (2024). The influence of principal leadership on teacher job satisfaction and organizational commitment. Journal of Educational Leadership Studies, 8(2), 98–110.
Taslim, P., & Al-Husna, K. I. (2025). Implementasi kurikulum berbasis cinta pada pembelajaran akidah akhlak di madrasah aliyah. Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman.
Zainuri, H. (2024). Pengembangan kurikulum PAI berbasis kompetensi abad 21. Intelegensia: Jurnal Pendidikan Islam.
