Power Distance in Indonesian Schools: A Study of Public General Schools and Pesantren

Abstract

The educational sphere in Indonesia is inherently influenced by the cultural dimension of Power Distance. Pesantren (Islamic boarding schools) and Public General Schools represent two educational models that exhibit contrasting orientations toward power distance. This study describes the characteristics of power distance in pesantren and public general schools, and examines the hierarchical relational patterns that emerge within these institutions. Employing a qualitative approach with a comparative design, data were collected through observations, in-depth interviews, and document analysis conducted in three pesantren and two public general schools in Indonesia. Data were analyzed thematically by comparing power distance patterns observed in each institution. The findings indicate that pesantren demonstrate a high power distance culture rooted in institutional history, Islamic educational ideology, and local morality. In contrast, Public General Schools exhibit a low power distance culture based on modern educational paradigms and the democratic and rational principles of the national education system. These power distance patterns shape the nature of interactions, teacher dominance, and learning processes in both settings. This study contributes to a deeper understanding of power distance dynamics in Indonesian educational institutions and offers insights for school leaders and policymakers to balance authority and participation in education.