Cultivating a Green Organizational Culture in Islamic Schools: The Central Role of Teacher's Akhlak (Ethics) and Exemplary Modeling

Authors

  • Niken Ristianah Pascasarjana, STAI Darussalam Krempyang Nganjuk Author
  • M. Munir Pascasarjana, STAI Darussalam Krempyang Nganjuk Author
  • Juni Iswanto Pascasarjana, STAI Darussalam Krempyang Nganjuk Author
  • Akhmat Fanani Ridho Pascasarjana, STAI Darussalam Krempyang Nganjuk Author
  • Toha Ma'sum Pascasarjana, STAI Darussalam Krempyang Nganjuk Author
  • Syaiful Muda'i Pascasarjana, STAI Darussalam Krempyang Nganjuk Author
  • M. Burhanuddin Ubaidillah Pascasarjana, STAI Darussalam Krempyang Nganjuk Author

DOI:

https://doi.org/10.65244/jggm.v3i3.466

Keywords:

Green Organizational Culture, Islamic School, Teacher Ethics, Akhlak, Qudwah Hasanah (Exemplary Conduct), Environmental Education, Hidden Curriculum, Role Modeling

Abstract

This study investigates the formation and sustenance of a Green Organizational Culture within Islamic schools, focusing on the pivotal role of teachers' akhlak (ethical character) and their exemplary behavior (qudwah hasanah) as the primary drivers. A Green Organizational Culture is defined as a shared set of values, beliefs, and practices that prioritize environmental stewardship, sustainability, and ecological responsibility as integral to the school's identity and daily operations. Employing an ethnographic case study approach, this research was conducted at two Islamic secondary schools recognized for their proactive environmental programs. Data were gathered through prolonged observation, in-depth interviews with teachers and students, and analysis of school artifacts. Findings reveal that teacher akhlak—manifested as personal environmental mindfulness, consistency between words and actions, and moral motivation rooted in Islamic teachings—is the cornerstone for authentic cultural change. Teachers who embody green values act as transformative agents, legitimizing environmental norms, inspiring student imitation, and embedding sustainability into the hidden curriculum. The study concludes that institutional green policies are insufficient without the cultivation of akhlak-based environmental ethics among educators. It proposes a model of "Akhlak-Based Eco-Pedagogy" for teacher development.

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Cultivating a Green Organizational Culture in Islamic Schools: The Central Role of Teacher’s Akhlak (Ethics) and Exemplary Modeling. (2024). Journal of Golden Generation Multidisciplinary , 1(1), 1-24. https://doi.org/10.65244/jggm.v3i3.466

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