Catalytic Edugovernance in Educational Management: A Qualitative Field Study of School Governance Practices in Jambi Province

Abstract

This study aims to analyze catalytic edugovernance as a distinctive educational management practice in schools located in Jambi Province, Indonesia. Catalytic edugovernance is understood as the capacity of school leaders to connect planning, teacher participation, community trust, and local educational constraints into practical managerial action. The main problem addressed in this study is how educational management actors transform formal school programs into adaptive routines when schools face curriculum change, digital administration, resource limitations, and uneven community involvement. The novelty of this study lies in its field based explanation of management practice as a relational process rather than merely a formal administrative structure. This research used a qualitative field design through semi structured interviews, observation, and documentation in selected schools and education offices in Jambi Province. The informants consisted of principals, vice principals, teachers, school committee representatives, supervisors, and education office personnel who were selected purposively because they directly handled school planning, supervision, learning coordination, and community accountability. The findings indicate that effective educational management in Jambi was formed through three main patterns, namely translating policy into daily routines, negotiating school support through transparent communication, and building teacher confidence through practical managerial mentoring. The study concludes that catalytic edugovernance can strengthen school adaptability when leadership is not limited to command but is practiced as evidence based coordination, relational trust, and locally sensitive decision making.