Educational Administration for Amidst Political Conflict and State Ideology: Roles and Challenges of School Administrators

Abstract

This academic article aims to critically analyze the roles and challenges of school administrators in managing civic education amidst political and ideological conflicts between the state and youth. By integrating the theory of Ideological State Apparatuses and the concept of the public sphere, the study explains the dynamics of power embedded within the educational system. The findings reveal that schools have transformed from knowledge-transmission institutions into arenas of ideological contestation between obedient citizenship and critical citizenship. Consequently, school administrators face a profound dilemma in balancing compliance with state policies and the protection of students’ rights and freedoms. This article proposes a novel conceptual framework, the “Civic-Conflict Transformative Educational Leadership Model (CCTEL Model),” which emphasizes transforming conflict into a democratic learning process. Within this model, administrators are expected to act as critical leaders and facilitators who establish safe spaces and democratic public spheres within schools, while promoting participatory governance and inclusive engagement among stakeholders. The key findings suggest that civic education in conflict-laden contexts must reconceptualize conflict as a pedagogical resource, foster critical thinking and peaceful coexistence among learners, and redefine educational leadership as an ethico political practice. Such an approach is essential for cultivating quality citizens and sustaining democratic society in the long term.