Advances in digital technology and social media have transformed how Generation Z interacts, contributing to the emergence of Relationships Without Status, a romantic relationship characterized by emotional intimacy without formal commitment. This study aims to explore the meaning of Relationships Without Status among Generation Z in Cirebon, identify the emotional and social challenges they experience, and examine the influence of the local socio-cultural environment. A qualitative phenomenological approach was employed using in-depth interviews with five informants, supported by non-participant observation, documentation, and a literature review. Data were analyzed through transcript coding, data reduction, thematic interpretation, and narrative presentation. The findings indicate that Relationships Without Status provide emotional freedom and opportunities for self-discovery but also generate anxiety, uncertainty, overthinking, and social pressure due to the absence of commitment. In Cirebon, where religious and traditional values remain influential, these relationships reflect a negotiation between modern relationship practices and prevailing social norms, highlighting both emotional flexibility and psychological vulnerability among Generation Z.
A positive work environment is an essential factor in improving teacher professionalism and learning quality in elementary schools. However, differences in teacher readiness, adaptability, and professional commitment remain challenges for school leaders in creating a supportive organizational climate. This study aims to examine the role of the principal in fostering a positive work environment for teachers at SDN Palasah 1, Majalengka Regency, based on Hersey and Blanchard’s situational leadership model, as well as to identify leadership challenges and the efforts implemented to address them. This research employed a qualitative approach with a descriptive-analytical design. Data were collected through in-depth interviews with the principal, teachers, and supporting informants selected through purposive sampling. Data validity was ensured through source, methodological, and theoretical triangulation. The results indicate that the principal applied flexible leadership strategies through directing, guiding, participating, and delegating styles according to teachers’ levels of professional readiness. Academic supervision, open communication, collaborative decision-making, and peer mentoring programs contributed to strengthening teacher motivation and professional development. The main challenges included differences in teacher competencies, technological adaptation, and varying responses to organizational change. The principal addressed these challenges through continuous support, individualized guidance, and collaborative learning practices. This study concludes that adaptive instructional leadership plays a significant role in establishing a harmonious, productive, and sustainable teacher work environment.
Helsa Liski, Siti Khumayah· Journal of Comprehensive Sci...· 0 citations