Humanistic leadership in the transformation of elementary school guidance and counseling service management

Abstract

Educational transformation in the Education 5.0 era requires guidance and counseling service management that is adaptive, empathetic, and student-centered, especially in elementary schools where specialized counseling teachers are not structurally available. This study aims to describe the role of humanistic leadership in transforming the management of guidance and counseling services in elementary schools. The study used a descriptive qualitative approach at SDN 18 Deteng-Deteng by collecting data through interviews, observation, and documentation involving the principal and classroom teachers. Data were analyzed thematically through data reduction, data display, and conclusion drawing, while credibility was strengthened through source and technique triangulation. The findings show that the principal’s humanistic leadership creates a school climate characterized by empathy, open communication, respect for individual dignity, participatory decision making, and emotional support for teachers and students. Classroom teachers felt more valued and were encouraged to respond to students’ individual needs through reflective dialogue, collaboration, and the use of simple digital tools such as WhatsApp, Google Forms, and student progress sheets. The study concludes that humanistic leadership is an important relational foundation for transforming elementary school guidance and counseling services into a more responsive, collaborative, and civilized management practice