<![CDATA[This study examines the ethical paradox of teacher gift-giving in relation to professionalism, reciprocity, and educational equity through an embedded qualitative case study conducted in four private schools in Muara Bungo, Indonesia. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving 16 participants, consisting of four principals, six teachers, and six parents. Data were analyzed using Miles and Huberman’s interactive model. The findings indicate that gift-giving was primarily understood as a form of social appreciation and cultural reciprocity; however, the practice also created ambiguity regarding professional boundaries, perceptions of risks to equity, and policy uncertainty. Five themes were identified: the social meaning of gift-giving, ethical dilemmas concerning teacher professionalism, perceptions of equity risks and potential bias, variations in practices and policy ambiguity, and ethical boundaries of gift-giving. Based on these findings, the study develops a relational-ethical boundary typology comprising symbolic collective appreciation, reciprocal collective appreciation, personal relational gifts, and high-value personal gifts. Although no direct evidence was found that gift-giving altered teachers’ decisions or treatment of students, the practice nonetheless presents risks of perceived inequity and blurred professional boundaries when not supported by clear institutional guidelines.]]>
