<![CDATA[Nationally standardized character education frequently overlooks the richness of indigenous values, while existing studies on Sasak-based character education remain dominated by single-site designs at the elementary level and lack an established management framework. This study addresses these gaps by introducing an ethno-management model of character education grounded in Sasak cultural values and examining how these values are managed across educational levels. Employing a qualitative multiple-case study design across three educational levels at SDN 35 Ampenan, SMPN 2 Mataram, and SMAN 7 Mataram, data were gathered from 42 informants through interviews, participant observation, and document analysis, then analyzed thematically via constant comparison. The findings reveal that Sasak values are organized into a three-tier structure—a core value Lomboq (justice-sincerity), derivative values (Kenaq, Tetu, Tindih, Maliq, Merang), and collective-relational values—managed through the Titi–Tete–Tertib–Tapsile cycle, an original adaptation of Fayol's POCCC functions through the Wetu Telu philosophy. Cross-case analysis uncovers a developmental gradient: elementary level emphasizes concrete cultural expression, junior-high level bridges the concrete and abstract, and senior-high level foregrounds philosophical reasoning and student agency as cultural ambassadors. The study contributes an ethno-management model that bridges Western management theory and indigenous philosophical systems, extends value theory with a communal dimension, and proposes a post-autonomous stage of cultural moral awareness, with translational potential to indigenous contexts worldwide.]]>
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