<![CDATA[This study aims to analyze the role of ethical leadership in shaping character-based educational supervision practices, identify the character values reflected in supervisory interactions, and examine institutional documentation regarding the recording of teacher professional development activities. The study employs a qualitative approach with a single-case study design. Research informants include school principals, vice principals for curriculum, teachers, and relevant stakeholders. Data were collected through semi-structured interviews, direct observation, and document analysis, then analyzed descriptively across three primary dimensions. The findings indicate that character-based educational supervision can be understood through the interplay between ethical leadership, the internalization of character values within professional interactions, and the documentation of teacher development activities. Ethical leadership is demonstrated through principles such as transparency, accountability, fairness, role modeling, and constructive feedback. Meanwhile, character values emerge through attitudes of discipline, integrity, openness, collaboration, and a commitment to enhancing professional competence. Documentation serves as an institutional record and an instrument for evaluating the sustainability of teacher professional development. The study underscores the importance of strengthening ethical leadership, fostering a supportive organizational culture, implementing reflective supervision, and systematically managing documentation to facilitate sustainable teacher professional development oriented toward character formation.]]>
