Exploring the outside-the-box leadership of an Indonesian school principal: A qualitative case study

Abstract The COVID-19 pandemic has brought various uncomfortable feelings and experiences for all school members. Instead of lamenting and regretting these unpleasant feelings and experiences, the school principal should see them as an opportunity to act intelligently and wisely in making the school more effective. This study aimed to describe teachers’ perceptions of the outside-the-box leadership of their school principal, taking the state junior high school of Buti, Merauke, Indonesia as the population and samples. A qualitative case study using interviews was used to gather data from a total of 8 teachers teaching at the state junior high school of Buti, Merauke, Indonesia. The obtained data were analyzed thematically. The results of the research revealed three major attributes of the outside-the-box leadership that characterized the principal of SMP Negeri Buti as the following: (a) openness, (b) humanitarianism, and (c) willingness to take risks. These findings suggest that the way the principal led may have had a notable impact on addressing the difficulties caused by the COVID-19 outbreak and in improving the school’s effectiveness.


PUBLIC INTEREST STATEMENT
The pivotal role of a school principal encompasses guiding the school's trajectory, establishing a shared objective, and harmonizing resources toward its realization.This multifaceted responsibility encompasses both the management of existing resources and the exploration of novel avenues.Effective principals transcend conventional norms, embracing unconventional concepts to address the global demand for proficient graduates.This study accentuates pioneering leadership approaches, furnishing exemplars for school principals to elevate efficacy and educational standards in Southern Papua Province.Through a qualitative case study at SMP Negeri Buti, three distinctive and innovative leadership attributes were unveiled: openness, empathy, and a willingness to undertake risks.This model holds the promise of igniting similar transformations in neighboring schools, thereby establishing a benchmark for educational enhancement.The study's novelty lies in its revelation of outside-the-box leadership strategies, potentially revolutionizing the educational landscape.

Introduction
The COVID-19 pandemic has brought a variety of uncomfortable feelings and experiences for all school members.Many teachers and students were seriously affected.As a result, schools and universities around the world have been closed for an unspecified time to prevent the rapid transmission of COVID-19 (Habeahan et al., 2022;Werang & Leba, 2022).
Instead of lamenting and regretting these unpleasant feelings and experiences, the school principal should see them as an opportunity to act intelligently and wisely in bringing his/her school to be more effective and successful.Through his/her power, a school principal is able to set the school direction (Werang et al., 2014a, Werang & Lena, 2014), encourage other school elements to adhere to the school's aims (Greer et al., 2012), and engage with a wide range of school activities to achieve educational goals (Werang, 2018a;Werang et al., 2022).Broadly speaking, principals are responsible for overseeing all aspects of their school's operations, including arranging the school's detailed structure, designing educational curriculum, managing daily routines, delegating work and monitoring the works of staff members, collaborating with staff and parents to implement a shared vision, providing guidance, developing personnel, reorganizing the school, overseeing the overall functioning of the school premises, and cultivating relationships with families and the community (Firestone & Rhiel, 2005).
To carry out all the aforementioned different roles and responsibilities, school principals should be highly skilled at juggling multiple tasks and are required to excel at various responsibilities.School principals should be capable of managing all the current school resources (inside the box) and of considering new prospective resources outside the school (outside the box).From this viewpoint, professional principals should not only base their ideas on what was prevailing and occurring frequently in school but also on what was not prevailing and unusual in schools in order to address the global community's demand of having qualified graduates (Werang, 2015).
The term "outside-the-box leadership" here refers to the school principal who always thinks and acts out of context which provides room for creative ideas that are "wild" and, therefore, sometimes controversial (Romero et al., 2012).Outside-the-box leadership has the potential to drive organizational success and innovation, but it requires a delicate balance and a supportive environment.In order to embrace unconventional leadership, school principals need to create an environment that supports experimentation and risk-taking while also maintaining stability and sustainability.In other words, school principals must be able to balance creativity and innovation with the need for structure and accountability.
Outside-the-box leadership is generally associated with a leader's ability to practice unusual breakthroughs to innovate for the development and sustainability of his or her institution (Darn, 2016;Denker, N/d.).School principals who are thinking and acting outside the box are committed to school improvement and anticipate a bright future for their students (Werang et al., 2014b).By thinking and acting outside the box, a school principal can shift the learning pattern from inside to outside the school (Kanter, 2021) so that the stereotype that Indigenous Papuan students are underachiever learners compared to their Indonesian counterparts (Leba et al., 2021;Werang et al., 2021) may be properly dispelled.The virtue of this research lies in the outside-the-box leadership that can be used as leadership models for school principals in improving school effectiveness and the quality of school graduates in Southern Papua in general and in Merauke Regency in particular.
As far as we know, there are two contemporary studies overseas that have a strong connection to this subject matter.The first study by Nadelson and Loyless (2021) found that developing an entrepreneurial mindset among K-12 principals is critical to improving the quality of education and preparing students for the future workforce.The study used a mixed-method research approach and collected data from 374 K-12 principals.The results showed that all the surveyed school principals held a modest entrepreneurial mindset, and this mindset was predicted by several factors, including age, number of memberships to professional organizations, school size, and academic performance of the school.The study's findings have significant implications for school administrators, policymakers, and educators who aim to promote an entrepreneurial culture in K-12 education.
The second study by Lee and Kim (2021) conducted a meta-analysis of 34 studies that examined the relationship between entrepreneurial mindset and academic achievement among K-12 students.The study found that developing an entrepreneurial mindset among K-12 students can have positive effects on their academic achievement.The findings revealed a positive and significant relationship between entrepreneurial mindset and academic achievement in K-12 education, and this relationship was moderated by various factors such as age, gender, and type of school.The study's results have significant implications for education policymakers, school administrators, and educators who aim to improve the quality of education and prepare students for the future workforce.
Overall, these two studies highlight the importance of fostering an entrepreneurial mindset and a holistic perspective in K-12 education and leadership development.They suggest that by considering a broader range of factors, such as age, gender, school size, and context, one can create more effective and adaptive systems that promote positive outcomes for individuals and organizations.To be an effective leader, it is important to consider the context, relationships, and systems in which it occurs.Therefore, it is necessary for leaders to develop relational skills, understand the context of leadership, and influence complex systems to create positive change.
Despite the valuable insights provided by the three studies mentioned earlier, there is still a gap in our understanding.As far as we know, none of the studies done in Indonesia have empirically delved into the concept of outside-the-box leadership, whether in business or educational institutions.This gap in knowledge leaves us without a clear understanding of how this innovative leadership approach operates within Indonesian schools.This study aims to bridge a notable knowledge gap in existing studies by exploring the concept of outside-the-box leadership within the specific context of Indonesian educational institutions.By focusing on the perspectives of teachers regarding their school principal's outside-the-box leadership at the State Junior High School of Buti, Merauke, Indonesia, this research intends to offer valuable insights into the perceptions of outside-the-box leadership within the Indonesian educational landscape.Our research question was: How do the junior high school teachers at Buti, Merauke, Indonesia perceive their school principal's outside-the-box leadership qualities?To address the research question, we employed a qualitative case study approach utilizing interviews, as it enables an indepth exploration of the topic and yields rich data that can inform future research and educational practices.

School principal leadership: A brief look
The leadership of the school principal is a crucial component of the educational system as it directs the school toward its objectives.Principals, from this viewpoint, serve as school leaders in order to move and direct schools toward their efficacy and success.As leaders, the school principals also serve as a liaison between the school and the community, including parents, local organizations, and other stakeholders.
The concept of school principal leadership has been defined in various ways.Mulyasa (2013) defined it as the principal's approach to implementing school management in a productive, accountable, effective, and efficient manner to achieve educational objectives.Meanwhile, Northouse (2018) defined leadership as the process by which a leader influences their subordinates to work towards a predetermined common goal.According to Werang (2018b) and Werang et al. (2023a), school principal leadership is characterized by their ability to foster effective communication, interaction, and innovative collaboration among all components of the school.By promoting these qualities, a school principal can effectively motivate and engage all stakeholders in various school activities toward achieving educational objectives.
Effective school principals play a critical role in creating a positive school culture and promoting a supportive environment for teaching and learning.They lead by setting clear expectations, providing support and encouragement, recognizing good performance, and creating opportunities for professional development.They also collaborate with teachers, parents, and community members to establish a shared vision for the school and ensure that everyone is working towards the same goals.
The school principal not only strives to establish the school's vision but also works towards converting the vision into multiple missions for the school.This is done to ensure that the educational objectives outlined by the national education standards for each school are met effectively (Werang, 2014a(Werang, , 2014b)).Werang et al. (2019) outlined the responsibilities that a school principal must undertake as follows: (a) overseeing all teacher activities within the school, (b) fostering a positive working environment that encourages healthy communication and interaction among all members of the school, (c) promoting collaboration and cooperation among fellow staff members, (d) establishing effective communication and cooperation with parents of students, (e) maintaining good relationships with education officials to ensure that the school is staffed with highly qualified and dedicated teachers, (f) establishing effective communication and cooperation with education officials to provide and maintain the necessary facilities for teaching and learning, (g) working with various parties involved in education to obtain support for the school, and (h) providing opportunities for teachers to attend seminars and training programs to keep their teaching knowledge and skills up to date.
The leadership of a school principal is closely linked to all members of the school community, including teachers, administrative staff, and students.As school site leaders, principals are accountable for cultivating a favorable school environment and providing supportive conditions for teaching and learning.These factors are critical to the well-being and success of both students and teachers (Mulford, 2003).Researchers (Even & BenDavid-Hadar, 2021;Johnson et al., 2012;Scallon et al., 2021) have indicated that in high-need schools, a teacher's perception of their principal's support, including clear expectations, support, encouragement, and recognition of good performance, has an even greater impact.In the case of highly effective principals, perceived support can reduce the teacher turnover gap between advantaged and disadvantaged schools (Billingsley & Cross, 1992;Brown & Wynn, 2009;Kraft & Papay, 2014).
School principals have a significant role in strengthening schools and communities, collaborating with educators, families, and students.In this sense, the principal does not work alone in fulfilling their various leadership functions.Using their authority, the principal establishes a direction for the school (Werang et al., 2014a;Werang & Lena, 2014;Werang et al., 2023b), encourages all stakeholders to commit to the school's established goals (Greer et al., 2012), and motivates everyone to actively participate in various school activities towards achieving educational objectives (Werang, 2018a).
Generally speaking, successful school principals are skilled leaders who are dedicated to establishing a setting where students can excel academically, socially, and emotionally.They comprehend the significance of decision-making based on data, persistently evaluate their policies and programs' efficacy, and make changes as required.They create positive relationships with students, staff, and families, and strive to foster a safe and inclusive school environment.They shape the culture and climate of the school, ensuring that students have access to high-quality instruction and support, and work tirelessly to create a positive and supportive environment that fosters student success and growth (Grissom et al., 2021).

The outside-the-box leadership
As aforementioned, the school principal does not work alone.In togetherness with all school elements, the principal fights to move the school towards its goals.While some principals prefer to stay within the lines, others continue to push them away.Nowadays, if one wants to succeed in life, staying within the lines will not work (Kabra, 2020).Hardy et al. (2017) argued that all the uncomfortable feelings and experiences facing school members during the COVID-19 outbreak must be viewed as momentum for school principals to seriously think and acting outside-the-box to ensure that all the learning processes are continuing and the rights of students to have quality education are properly addressed.
The term outside-the-box here can be interpreted as "out of context".Thinking outside the box refers to a non-conventional mode of thought or a mode of thought that deviates from the common/usual (Hariyani, 2016).To be able to carry out the diverse tasks and responsibilities, as it was aforementioned in the preceding sub-section, a school needs a principal who can manage all current school resources (inside the box) and create possibilities to utilize outside resources (outside the box) for the school effectiveness and success.From this viewpoint, thinking and acting outside the box can be viewed as thinking and acting out of context.Thinking outside the box is part of higher-order thinking that is not shackled by self-limitation (Hariyani, 2016).
Thinking outside the box is driven by curiosity and creative behavior to get as much information as possible to solve problems (Hardy et al., 2017).Outside-the-box leaders think and act out of context, which can lead to brilliant and, sometimes, provocative ideas (Romero et al., 2012).In general, "outside-the-box" leadership refers to a leader's capacity to innovate in ways that are highly unusual for the sustainability and growth of the organization he/she leads (Darn, 2006).According to this definition, the term outside-the-box principal should only be applied to school leaders who have a distinctive way of thinking and acting when it comes to solving problems at their schools and implementing new ideas that will benefit both the school's growth and the student's overall education.Stack (2014) identified five outside-the-box leadership characteristics that are essential to a school principal's success.There are as follows: (a) always monitor the development of new technology so as not to lag behind others, (b) never stop looking for new ideas, (c) always encourage diversity in ways of thinking and acting; (d) do not allow oneself to be trapped in personal limitations that impede creative behavior, and (e) always focus on change, starting from the smallest and simplest changes.Prior to the Stack (2014), Trainer (2008) emphasized that the principal who thinks outside the box always demonstrates the following six characteristics:

The role of researchers
All the researchers are Indonesian and are interested in research focused on school management, teacher behavior, student engagement, learning strategy, and academic achievement.Basilius Redan Werang is a faculty member of educational science, Ganesha University of Education.He is the first author of this manuscript.He graduated with a doctorate in educational management from the State University of Malang, East Java, Indonesia.He has experience with research methods, including qualitative research methods in education.By conducting interviews, he also assisted with data collection and analysis.He also served as the manuscript's corresponding author.
Anak Agung Gede Agung is a senior professor at the Faculty of Educational Science, Ganesha University of Education.He graduated with a doctorate in educational management from the State University of Malang, East Java, Indonesia.He has experience in teaching various subjects at the graduate and post-graduate levels.He also has experience with research methods, both quantitative and qualitative research methods in education.He assisted with data analysis and served as the creator of the original draft.
I Nyoman Jampel is the Rector of Ganesha University of Education.He is a senior professor at the Faculty of Educational Science.He graduated with a doctorate in the field of Research and Educational Evaluation from the State University of Jakarta, Indonesia.He has experience in teaching various subjects at the graduate and post-graduate levels.He also has experience with research methods, both quantitative and qualitative research method in education.He assisted with the manuscript review and editing.
I Wayan Sujana is a senior lecturer at the Faculty of Educational Science, Ganesha University of Education.He holds a master's degree in the field of learning technology from the State University of Malang, East Java, Indonesia.He has experience in teaching various subjects at the graduate level.He also has experience with research methods, both quantitative and qualitative research method in education.He assisted with data analysis.Sandra Ingried Asaloei is a senior lecturer at the Faculty of Social and Political Science, Sam Ratulangi University.She holds a master's degree in the field of business administration from the University of Brawijaya, East Java, Indonesia, and has experience teaching various subjects at the graduate level.Additionally, she is experienced in research methods, having assisted with manuscript revisions and shared publication fees.

Research site
This study is situated in the state junior high school of Buti (also known as SMP Negeri Buti), Merauke.Established in 2001 as a branch of the 9 th State Junior High School of Merauke (SMP Negeri 9 Merauke), the school gained its independence in 2004 and was renamed the State Junior High School of Buti.The initiator of this establishment was JGG (pseudonym), the regent of Merauke, with the aim of safeguarding the educational rights of indigenous Papuan children.
The State Junior High School of Buti is situated on the outskirts of Merauke city.Its location is nestled within the native Papua community settlements, reflecting distinct geographical and social characteristics.The area where the school stands is characterized by marshy and muddy terrain, which presents unique environmental challenges.The wet and muddy terrain surrounding the State Junior High School of Buti tends to be overlooked by the parents of potential students.Factors such as environmental conditions, distance from the city center, and potential community perceptions all contribute to the diminished interest in enrolling their children in this school.This circumstance has been considered one of the factors influencing the school's initial reputation.
As time has passed, the school that was once infamous for its squalor and lack of interest from parents has experienced a dramatic transformation.What was initially a school located on the outskirts of the city has now evolved into a highly coveted institution for parents to enroll their children in.The school's appearance has also undergone changes due to the continuous development initiatives, originating from both governmental and private sectors.New facilities, modern classrooms equipped with the latest technology, and a revitalized curriculum have breathed new life into the learning environment.As a result, the school now stands as a shining example of how perseverance and visionary investments can bring about substantial positive change in education.

Research design
The study employed qualitative case research (Werang & Leba, 2022;Werang et al., 2022) as it sought to disclose the teachers' perceptions of the outside-the-box leadership attributes that characterized the principal of SMP Negeri Buti, Merauke.A qualitative research approach is exploratory in nature, with "an interpretative, naturalistic approach to the world" as one of its key characteristics (Denzin & Lincoln, 2018, p. 31).From this viewpoint, Creswell (2014) advocated for researchers to investigate phenomena in their natural settings in order to understand and interpret them in terms of the meanings that participants bring to them, rather than "the meaning that researchers bring to the research" (p.39).
The qualitative research approach is intimately related to case studies (Baskarada, 2014).Some researchers even considered case studies as an integral part of the qualitative research approach (Starman, 2013).According to Yin (2018), a case study is an empirical research activity that examines a particular current event or action in a constrained environment using flexible empirical data collected in a variety of ways.For this study, we employed a qualitative case study as it allows us to closely examine the data within a particular context (Werang et al., 2022;Zainal, 2007).In a qualitative case study, an actual phenomenon is investigated within its naturally occurring context (Kaarbo & Beasley, 1999).Using a qualitative case study may help the researchers explore a phenomenon within several particular contexts through various data sources and lenses (Baxter & Jack, 2008;Rashid et al., 2019).
A qualitative research approach seeks to understand not only "what people think," but also "why they think that way" (Creswell, 2014).We used a qualitative research approach because it allows us to delve deeply into the process of data gathering and look for as much qualitative information as we can without restrictions on the questions posed and the responses provided by participants (Creswell, 2014).This research design is chosen to delve into Paste's unconventional thinking and actions, which have led to transformative changes within the school.Observing that Paste (pseudonym) possesses an unusual leadership approach that diverges from traditional norms, this study seeks to investigate the reasons behind his departure from conventional methods.While some principals opt for conventional approaches, Paste's approach challenges the status quo by pushing boundaries.His innovative strategies are highlighted by the design and implementation of the "Gotong Royong" (Mutual Cooperation) Curriculum-an approach that seamlessly integrates students' and parents' interests into the structure of all school activities.In this distinctive curriculum, collaboration functions as an essential cornerstone, intricately woven into its structure to foster holistic learning and multifaceted growth.
Instead of a traditional teacher-centered approach, there is a deliberate emphasis on collaborative teaching, involving multiple teachers working together in the classroom.This collaborative ethos extends to students as well, with teachers engaging them in simple research endeavors.These findings are then presented as learning materials, enriching the classroom experience.The transformative impact of Paste's strategies is evident in the school's improved reputation.Previously located in a suburban area with a less favorable image, the school has now emerged as a favorite among parents and serves as a model institution for others in Merauke Regency, Indonesia.This success story warrants an in-depth investigation, and the qualitative case study design is the ideal approach to capture the nuances of Paste's leadership and its broader effects.

Research participants
The case of this study is the outside-the-box leadership attributes that characterized the school principal, using the state junior high school of Buti, Merauke, Indonesia, as the real-time context.The qualitative case study focused solely on teachers working in the state junior high school of Buti, Merauke, and did not include information about participants outside of this group.
The target population of this study comprises all the state junior high school teachers of Buti, Merauke, Indonesia, totaling 20 teachers.As the adequacy of sample size in a qualitative study is primarily determined by the concept of data saturation (Creswell, 2017;Patton, 2015), the study participants comprised eight teachers who volunteered to be interviewed, purposively established from a pool of 20 state junior high school teachers in Buti based on their willingness to actively participate in the study.They are six women and two men, ranging in age from 25 to 55.These participants have high experience and knowledge about the school principal, ranging from five to fifteen years.Therefore, we believe they are able to provide us with a wealth of information regarding the outside-the-box leadership that characterized the school principal of the junior high school of Buti, Merauke, Indonesia.

Data collection
As aforementioned, this study used a qualitative case study as it attempted to disclose all the attributes of the outside-the-box leadership that characterized the school principal of the state junior high school of Buti, Merauke, Indonesia.This study employed a single data collection and analysis, that is face-to-face interviews.The interviewed data were collected through a semistructured interview which was conducted individually at a location of participants' choice for around three months.Following Yin's (2018) recommendation, we develop a list of interview questions as the protocol to guide data collection for a case study.In this study, we employed topical inquiry and informal interviewing with a typical directed interview procedure (Moustakas, 1994).We asked participants to discuss and share their experience on the attributes of outside-the-box leadership that characterized the school principal of the state junior high school of Buti that may affect school effectiveness, as well as their individual life and teaching performance.We conducted two types of interviews that are general and specific interviews.In the general interview, we focused on the participants' individual information such as age and the years of being led by the school principal.Meanwhile, in the specific interview, we focused on the participants' perspective of the outsidethe-box leadership attribute characterized by the school principal of the state junior high school of Buti, Merauke, Indonesia.
The interview questions focused on participants' lived experiences and perceptions about the outside-the-box leadership characterized by the school principal of the state junior high school of Buti, Merauke.The interview questions were presented in Indonesian to create a comfortable and familiar environment for the participants to respond to the questions accurately (Creswell, 2017;Denzin & Lincoln, 2018).Here are some examples of the English version of the questions we asked: (a) In your experience, what are the attributes of outside-the-box leadership that characterized the school principal of the state junior high school of Buti, Merauke?(b) Would you like to share with us how the school principal treats you and your fellow teachers in terms of encouraging diversity in ways of thinking and acting?(c) Would you like to share with us how the school principal monitors and deals with the development of new technology?(d) Would you like to share with us how the school principal focuses on the rapid change in technology?Each interview lasted between 60 and 75 minutes at the appropriate participant location.The entire reviewing procedure was conducted in Indonesian and was recorded using a voice recorder.

Data analysis
The collection and analysis of qualitative data are synchronized through an iterative procedure (Hartley, 2004;Lester et al., 2020).As soon as the data collection for the case study began, the collected data was examined.Thematic analysis was used to analyze the data as it allowed us to validate, display, and evaluate data points in order to discover patterns that satisfied all of the data requirements (Rawat, 2021).Thematic analysis was employed as it provides a useful technique for investigating the perceptions of various research participants, highlighting the similarities and differences of those perceptions (Braun & Clark, 2006), and condensing the most crucial characteristics of a large data set (King, 2004).
The collected data was promptly analyzed following the initial interview using Miles and Huberman's (1994) qualitative data analysis framework, which encompasses three simultaneous phases: data reduction, data display, and conclusion drawing and verification.In the first phase, we began data analysis with "data reduction" utilizing the coding technique (Miles & Huberman, 1994) since it allowed us to link the data back to the research question (Atkinson, 2002).We coded the data using Sa'sldaña (2013) "initials" and "pattern" coding.During the "initial coding", we identified participants' utterances that alluded to the attributes of the outside-the-box leadership that characterized the school principal of the state junior high schools of Buti, Merauke, Indonesia.In the "pattern coding", we organized all previously coded data into appropriate themes and subthemes based on the research question.We did it manually using highlighters on hard copies of transcripts.
In the second phase, we organized all of the data that had been coded in the first phase into categories and themes pertinent to the research question, and then concentrated on data displays; whereas in the third phase, "conclusion drawing" and "verification", we reviewed and renamed the ideas that had been initially generated in the preceding phase.To ensure that the final names of themes were understandable, we reviewed all of the themes that had been developed in the second phase and then verbalized the final names of each theme accurately.Table 1 presents the code, categories, sub-themes, and themes generated from all the phases of data analysis.

Trustworthiness
Data trustworthiness consists of four fundamental components: credibility, transferability, dependability, and conformability (Elo et al., 2014).Among these, credibility is considered the most significant component.Triangulation and member checks are two methods used to ensure credibility and reliability.
In our study, we employed the member-checking approach (Creswell, 2014) to validate the credibility of the research.We achieved this by providing the interview transcripts to the interviewees and requesting their feedback (Meriam & Tisdel, 2016).By permitting them to correct errors and challenge what they believed was incorrect, we sought to confirm the credibility of the gathered data.The interviewees' feedback indicated that the transcripts accurately reflected their perspectives, validating the study's credibility.

Ethical considerations
In conducting our research, we made sure to behave ethically by avoiding any disruption to the participants' lives and work.We prioritized the participants' comfort and willingness to provide us with honest and open information during the survey.To safeguard their rights, all research participants were required to give their voluntary consent to participate in the study.We ensured that the consent form provided to them was clearly worded and easy to understand, and it was offered in the language that the participants were most comfortable with.Our aim was to acquire informed consent from the participants so that they could feel confident and secure in participating in the research.
To protect our participants' rights, we maintained their anonymity by using pseudonyms to hide their identities.We ensured that all participants had a complete understanding of the research's goals, the potential benefits and drawbacks of taking part, and their liberty to withdraw from the Dare to invest school funds in the personal and professional development of teachers.
Dare to spend the school's fund for teachers and students Willingness to take risks

Willingness to take risks
Dare to spend money for helping students, especially indigenous Papuan students who are in needs Willingness to take risks is also revealed in the design of a school-based curriculum called the "Mutual Cooperation Curriculum".

Willingness to take risks
Dares to bear all the repercussions of his actions.

Willingness to bear the consequences of his action
The school principal does not strictly enforce all of the regulations.
study at any time.Furthermore, we ensured the confidentiality of all data by keeping it private and secure.Throughout the research, as well as after its completion, we were the only individuals who had access to the data, ensuring that it remained safeguarded.
We recognized that the research must comply with any relevant legal and regulatory stipulations, including obtaining ethical approval from the relevant institutional review boards and adhering to all applicable laws and regulations.Although obtaining institutional review board approval was not compulsory in the Indonesian context, we followed all other appropriate guidelines in this research.We acknowledged the significance of impartial data and mitigated any probable partialities that could influence the findings by conducting the research with a strong sense of professionalism and conforming to strict standards.

Results
As previously stated, the "case" presented in this study is the attribute of the outside-the-box that characterized the leadership of the principal of SMP Negeri Buti."To what extent do the junior high school teachers of Buti, Merauke, Indonesia, perceive the attribute of outside-the-box leadership of their school principal?"was the research question that guided this study.The main themes elicited from the research are humanitarianism, openness, and a willingness to take risks.These three main themes are narratively elucidated in detail as the following.

Humanitarianism
The study's results identified the theme of "humanitarianism" as the first major finding.Two key attributes related to this theme describe the leadership style of the school principal at SMP Negeri Buti in Merauke, Indonesia.The first attribute is a deep respect for the individual dignity of subordinates.When discussing the school principal's interactions with teachers and students, the responses of the participants depict how the principal of the State Junior High School of Buti, Merauke, Indonesia interacts positively with teachers and students, treating teachers with respect as colleagues and family and supporting their professional development, particularly in technology.The principal also shows an interest in teachers' personal lives, organizing activities to boost their income, which may positively impact teacher morale and retention rates.The principal seems to value new and creative ideas from teachers and foster collaboration and shared responsibility, contributing to a positive and supportive school culture that benefits teachers and students.In the words of the participants, it was narrated as the following: The second attribute related to the theme of "humanitarianism" that characterizes the leadership of the school principal at SMP Negeri Buti is communication.During discussions about this topic, the responses from the participants indicated that effective communication is a significant attribute of the school principal's leadership at SMP Negeri Buti.Teachers are reminded of the school's vision and mission, indicating that the principal values and emphasizes the importance of these aspects for the school's success.The principal also conveys new information to both Participant 1 : The principal treats me and my coworkers not only as subordinates but more as colleagues and even as a family.He asserts that the principal would never achieve success if he was not supported by great teachers.
Participant 3 : I believe the principal holds the teachers in high respect.He always encourages us to improve our teaching knowledge and skills, particularly our technology-related skills.All teachers are urged to be able to use technological devices to teach students.
Participant 4 : The principal thinks not only of the work we do every day but also of our lives.He creates activities that allow us to earn a little extra in our income.
Participant 6 : He is very respectful to teachers.For example, when a teacher conveys creative ideas for school development, he listens to them seriously.He even invited and encouraged all teachers to apply these creative ideas for the betterment of the school.
Participant 7 : I have been working with the principal for a quite long time.One thing that I always remember is that he never said harsh words to the teachers and students.
teachers and students, showing a commitment to transparency and keeping everyone informed.The principal actively seeks input from teachers on developing the learning curriculum, indicating a collaborative and inclusive approach to decision-making.
Effective communication is a crucial attribute of effective leadership in any organization, and the responses from the participants indicate that the principal at SMP Negeri Buti recognizes this.One noteworthy comment from Participant 7 is the principal's approach to conflict resolution.The principal takes a neutral position in conflicts between teachers and acts as a mediator, establishing clear lines of communication and avoiding criticism of any party involved.By promoting conflict resolution through mediation, the principal demonstrates a commitment to effective communication that, in turn, leads to a more positive and successful school culture.

Openness
The second theme elicited from the results of the study is openness, which is characterized by three central attributes that describe the leadership of the school principal at SMP Negeri Buti, Merauke, Indonesia.The first attribute is openness to diversity.When we were conversing about how diversity is handled in the school, five participants made the following comments: The second attribute related to the theme of "openness" describes the school principal's leadership style at SMP Negeri Buti as being open to new ideas.When discussing how the school principal approaches these new ideas, four participants made the following comments: The third attribute related to the theme of "openness" that characterizes the leadership of the school principal at SMP Negeri Buti is adaptability to change.During discussions about how the Participant 1 : As you may see, the teachers and students here come from various tribes and cultures with their own innate characteristics.All can be cohesive because the principal always sees the differences as colors that make life more beautiful.
Participant 2 : It is intriguing that the principal uses diversity to compete in terms of goodness.On several occasions, the principal underlines the significance of competing for goodness.He remarked, "Don't let your personal or even ethnic background be perceived negatively because you lack kindness." Participant 4 : I find the principal to be remarkable.All of the differences are extremely common for him.He consistently emphasized the importance of bridging differences to reach a single objective.
Participant 6 : The principal's receptivity to the school's diversity is one of the most remarkable aspects of his character.As an example, he does not care what teachers think and do as long as their beliefs and actions do not break ethical norms and hurt school members.
Participant 8 : The principal is always receptive to diverse modes of thought and action.There is sufficient room for teachers to be creative and do things that are out of the ordinary, so long as their actions do not violate ethical standards and are committed to the school's growth and students' success.
Participant 1 : Teachers are reminded of the vision and mission of the school.The principal hopes that all school components will be aware of the school's future place.
Participant 3 : The school principal always conveys any new information to teachers and students.
Participant 5 : The principal frequently asks us for new information related to the development of the learning curriculum in school so we may discuss it together.
Participant 7 : If there is a conflict between teachers, the school principal will always establish clear lines of contact with all individuals involved.He will always be a good parent to all parties by acting as a mediator, never criticizing one teacher and excusing another.
school principal monitors and adopts new technologies, five participants provided the following information:

Willingness to take risks
"Willingness to take risks" is the third theme that emerged from the results of the study that describes the leadership of the school principal of SMP Negeri Buti, Merauke, Indonesia.When we explored how the school principal develops positive relationships with regional education policymakers, seven, out of eight participants, offered the following information:

Discussion
A great leader is not just about managing and maintaining what is already owned and practiced.Great leaders, on the other hand, are able to look beyond what they now have and practice (Trainer, 2008).The concept of thinking beyond current practice and beliefs is referred to as "outside-the-box thinking," and individuals who frequently engage in such thinking are often called "outside-the-box leaders."This study was intended to disclose teachers' perception of "outsidethe-box leadership" run by the principal of the State Junior High School of Buti, Merauke, Indonesia.
The results of the research position the attribute "humanitarianism" as the most describer of the leadership of the principal of SMP Negeri Buti, Merauke, Indonesia, followed by the attribute "openness" and the attribute "willingness to take risks".Humanistic leaders prioritize trustworthiness, ethical conduct, and a caring attitude which helps to foster trust and collaboration among Participant 1 : As I have stated before, the school principal follows closely the advancement of technology.He does not even stop there.If there is something new, he looks for ways for teachers to learn and adapt to the changes.
Participant 2 : When something new is introduced, the school principal encourages teachers to pay close attention to it, learn about it together, and then adapt to the change.
Participant 4 : It would appear that the school principal does not wish to be left behind.He is constantly on the lookout for new approaches that will allow both the school he oversees and the teachers he employs to keep pace with the rapid changes in technology.Collaboration with Microsoft, for instance, is one of the ways to keep teachers in line with the advancement of technology.As a result, numerous offline and online pieces of training for teachers are provided.
Participant 6 : The school principal urges teachers to grasp any opportunity for change and to be attentive to anything new, particularly technological innovations.
Participant 7 : The principal maintains a tight working relationship with PT Acer Indonesia in order to participate in a variety of Acer for Education programs.This ensures that teachers are able to learn how to adapt to various improvements in the field of school management and learning.
Participant 2 : As the school principal is always receptive to new issues, this school has become one of the most progressive in its field.He even encourages teachers to think and act unconventionally.
Participant 3 : To avoid falling behind, the school principal constantly examines the progress of information and communication technology (ICT).
Participant 5 : The school principal consistently informs us of new issues and advancements in technology.He constantly inquires about new situations we are aware of.We share our collective knowledge.
Participant 8 : I am reminded not to be scared of doing anything out of the ordinary as long as it falls within the boundaries of ethical standards and is conducive to the student's growth and success.
subordinates (Khilji, 2019).Humanistic leaders always work collaboratively and openly.Humanistic leaders have a distinct vision, mission, and set of values for the institutions and individuals they lead.Humanistic leaders consistently attempt to harmonize their lives and work with the vision, goal, and ideals for which they strive (Nadelson & Loyless, 2021).Nathanson (2021) opined that humanistic leaders always demonstrate multiple facets of their leadership, and the best approach to assure humanistic leadership is to determine whether subordinates can lead themselves.
To assure the future viability of the institution, it is no longer an option to be a humanistic leader in our day; it is a requirement.Humanistic leaders have a distinct vision, mission, and set of values for their institution, which they strive to harmonize with their personal lives and work (Zander & Zander, 2000).Such leaders demonstrate multiple facets of their leadership, and they prioritize the development of their subordinates, enabling them to lead themselves effectively (Mickle, 2018;Zhou & Wu, 2018).
The findings suggest that being a humanistic leader is no longer an option but a requirement for the future viability of an educational institution.This perspective reflects the current trend towards a more people-centered approach to leadership, which values the development and well-being of subordinates and communities.Humanistic leaders prioritize the welfare and development of their subordinates and the community they serve (Effendi et al., 2020;Grint, 2014;The Arbinger Institute, 2010).In other words, humanistic leaders were more focused on the needs and positive characteristics of subordinates as a force in achieving goals, not solely focusing on the work achievements of subordinates.The results of the study indicated how the school principal of SMP Negeri Buti holds teachers and students in high respect.He appreciates the diversity of subordinates as a means of competing for goodness and looks for ways to improve the welfare of teachers.This study's findings are consistent with Pirson's (2017) argument that humanistic leaders consistently prioritize human dignity and well-being over organizational accomplishments because people are the architects and guarantors of organizational sustainability, not the other way around.
The second attribute that describes the leadership of the school principal of SMP Negeri Buti in Merauke, Indonesia is "openness".Openness is one of the cornerstones to a leader's success in Participant 1 : Sincerely, I've never seen a principal with such a willingness to take risks as the current principal of SMP Negeri Buti.In terms of school financial management, for instance, he is very courageous.He instructed school financial spending to assist students, particularly indigenous Papuan.School treasurers are sometimes overwhelmed.
Participant 3 : He has the courage to use school finances to enhance the knowledge and skills of teachers through a variety of training.
Participant 4 : The principal willingness to take risks was also revealed in the design of a school-based curriculum, namely the 'Mutual Cooperation Curriculum' (also known as Kurikulum Gotong Royong).
Participant 5 : 'Gotong Royong' curriculum demonstrates that the school principal of SMP Negeri Buti is not constrained by the national curriculum, which, in his opinion, ties, and nails the young indigenous Papuan to a position of powerlessness.
Participant 6 : As the name suggests, the design of 'Gotong Royong' curriculum involves not only teachers but also students and other education stakeholders.This curriculum has been implemented in schools for numerous academic years.Imagine if the governments, on a regional and national level, do not recognize what we do in this school.
Participant 7 : Apart from the compulsory subjects, students at SMP Negeri Buti are also taught life skills.The school grounds have both a vegetable garden and fish ponds.In addition to the classrooms, classes are held in the vegetable garden and fish ponds.The final assessment of the semester may be delivered on the coast or during local religious travel.
Participant 8 : Students here are really aware of project-based learning.They are familiar with the innovative learning models mandated by the government.
moving the organization towards its goals.The openness of a leader is essential for providing a favorable experience for employees (Bakker & Demerouti, 2007).Openness does not only make employees feel more valued and cared for, but it also fosters trust and encourages employees to be open (Peterson, 2022).Open leaders inspire employees to feel comfortable sharing their ideas, concerns, and feedback with their leaders (Bakker & Demerouti, 2007).Within this framework, employees are even motivated to share their thoughts and new ideas freely in organizational meetings.
In the school context, openness is particularly important for fostering collaborative teaching and learning and supporting teachers to do their best for the school's effectiveness and the success of students.The study's findings suggest that the principal's openness is a powerful motivator for teachers to work optimally for the school's development and the success of students.This is consistent with Westover's (2021) assertion that school leaders' openness and honesty encourage teachers to work together to achieve school goals.Furthermore, research has shown that openness is positively related to employee job satisfaction and commitment, which can lead to improved organizational outcomes (Eisenberger et al., 2002).
The third attribute that describes the leadership of the principal of SMP Negeri Buti is the "willingness to take risks".The "willingness to take risks" refers to a state in which an individual or group is willing to suffer physically and psychologically, even to the point of death, in order to achieve a goal (Ghotnian et al., 2013).The "willingness to take risks" can also be interpreted as voluntarily engaging in behaviors or acts that frequently have poor outcomes and cause harm (Henderson et al., 2021).Risk-takers are typically motivated by the desire to obtain something (Ghotnian et al., 2013), both in terms of enjoyment and specific advantages (Fave et al., 2003).The founder of the Indonesian state, Soekarno, famously stated, "Whoever desires pearls must be courageous enough to plunge into the deep water" (Karnadi, 2015, p. 1).
The willingness to take risks is a valuable attribute for a leader, but it is crucial to strike a balance between taking risks and being cautious to avoid harm to oneself and the organization as well.On the one hand, being willing to take risks can foster creativity, personal growth, and organizational development.Van Kleef et al. (2021) found that individuals who take risks are perceived as leaders and are typically appealing in highly competitive environments.Moreover, Qiu et al. (2020) found that leaders who are willing to take risks tend to desire the best outcomes and are sensitive to maximum accomplishment.On the other hand, taking risks can also have detrimental effects.Henderson et al. (2021) noted that risk-taking behavior can involve engaging in behaviors or acts that frequently have poor outcomes and cause harm.
In addition to the factors influencing risk-taking behavior, such as motivation and personality traits, the context in which risks are taken is also important.As noted by Ghotnian et al. (2013), risks are often taken in pursuit of specific advantages or enjoyment.However, it is important to ensure that the risks taken align with the goals and objectives of the organization.This means that leaders must carefully consider the potential benefits and costs of taking risks, and weigh these factors against each other to determine the best course of action.By doing so, leaders can help to ensure that the risks taken by themselves and their organizations are strategic and purposeful and ultimately lead to positive outcomes.
Generally speaking, the aforementioned attributes are essential for outside-the-box leadership and are particularly important in the context of education.The school principal of SMP Negeri Buti has been willing to take risks for the welfare of his subordinates, both in terms of managing the school funds for teachers and students in need.He even had the audacity to design and implement a "Gotong Royong" curriculum that has not yet received legal standing.He does this to empower the indigenous Papuan students who have been labeled as underachievers compared to their peers in other regions of Indonesia.This subsequent action may be extremely courageous and risky if not sanctioned by the government.

Conclusion
Great leaders, are never afraid of being wrong in acting and even dare to take risks with their actions.Based on the results of the study, it can be concluded that the leadership of the principal of SMP Negeri Buti, Merauke, Indonesia, is characterized by three main attributes: humanitarianism, openness, and a willingness to take risks.Humanitarianism has been proven as a critical aspect of leadership, especially in the education sector, where leaders must prioritize the well-being and development of their students and staff.Openness is another key attribute that school leaders must possess to create a positive work environment and promote collaboration and innovation.Finally, a willingness to take risks can help school leaders drive school change and achieve better outcomes.
It is essential to note that outside-the-box leadership is not just about possessing specific attributes but also about how these attributes are utilized in different contexts.Therefore, it is important for school leaders to be adaptable and to apply their skills and attributes in ways that are appropriate for their particular schools and situations.The findings of this study have important implications for educational leadership in Indonesia and beyond.By understanding the critical attributes that make an outside-the-box leader, schools and other educational organizations can work to develop and promote these qualities in their leaders, thereby improving their overall performance and outcomes and ultimately contributing to the development of a better society.
There are certain constraints in this study pertaining to the sample size and the scope of the research.Specifically, only 8 teachers were interviewed and the research was confined to Southern Papua Province, Indonesia.Hence, it is highly recommended that future studies should aim to overcome these limitations by including a greater number of participants and expanding the research area to encompass a broader region.
(a) always listening to others; (b) always respecting and supporting teachers who have new ideas; (c) always appreciating new ideas and never afraid to implement them; (d) always ready to see new perspectives in daily work; (e) always open to different things; and (f) always open to doing things that are different from the usual.