From Conflict Resolution to Conflict Translation: Managing Organizational Tensions in Hybrid Islamic Boarding Schools
DOI:
https://doi.org/10.55927/jeda.v5i3.38Keywords:
Conflict Translation, Institutional Logics, Hybrid Organization, Islamic Boarding School, Social CapitalAbstract
Research on conflict in educational organizations has predominantly viewed conflict as an interpersonal, task, or leadership issue to be resolved. This article argues that hybrid Islamic boarding schools, which combine formal school and residential pesantren systems, generate a distinct form of friction arising from competing institutional logics. Using a qualitative multiple-case study of two state madrasahs in Lamongan, East Java, the study develops the concept of conflict translation as the process of transforming competing institutional demands into negotiated practices and arrangements. Findings show that conflict stems primarily from institutional boundary ambiguity rather than personal antagonism. Leaders function as institutional translators by reframing demands across logics and mobilizing social capital through trust, networks, and reciprocal norms. Conflict translation ultimately produces durable hybrid practices that integrate academic and boarding logics, repositioning conflict from an organizational problem to a source of institutional adaptation.
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