<![CDATA[Classroom teachers hold a strategic role as models in shaping the noble character of primary school students because of their intensive and comprehensive daily interaction with them. This study aims to describe the forms of classroom teachers' exemplary conduct in terms of patience, honesty, discipline, fairness, and empathy, and to analyse the supporting and inhibiting factors, at a state primary school in Bojonegoro Regency. A qualitative descriptive approach with a single case study design was employed. Data were collected through in-depth interviews, limited participant observation, and documentation over three months involving three classroom teachers, one principal, and fifteen students, then analysed using an interactive model and verified through source triangulation, technique triangulation, and member checking. The findings show consistent exemplary conduct on four indicators, while discipline remained inconsistent. The analysis identifies a pattern not yet read in comparable reports: inconsistency appears only on the indicator that depends on conditions outside the classroom, whereas indicators wholly within the control of classroom interaction were consistently enacted. This suggests that exemplary conduct should be read as the outcome of an interaction between teacher commitment and the school's technical support.]]>
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