<![CDATA[Background: The implementation of Pancasila Character Education is a strategic priority under Indonesia's Merdeka Curriculum, yet implementation varies across schools and requires coherent school-level leadership. Purpose: This study examines the association between instructional leadership and teachers' implementation of Pancasila Character Education in Indonesian secondary schools. Method: A quantitative cross-sectional survey was conducted with 238 teachers from public and private secondary schools selected through purposive sampling. The questionnaire measured instructional leadership (18 indicators) and Pancasila Character Education implementation (24 indicators). Data were analysed using partial least squares structural equation modelling in SmartPLS 4. Findings: Instructional leadership was positively associated with Pancasila Character Education implementation (beta = 0.745, t = 25.134, p < 0.001). The model explained 55.5% of the outcome variance (R2 = 0.555), showed a large effect size (f2 = 1.246), predictive relevance (Q2 = 0.548), and acceptable approximate fit (SRMR = 0.038). Implication: The findings indicate that principals' goal setting, instructional supervision, curriculum coordination, support for teacher learning, and cultivation of a positive learning climate are important organizational conditions associated with stronger character-education implementation. Because the design is cross-sectional and based on teacher reports, the results support association rather than causal inference. Leadership-development programmes should therefore strengthen these instructional practices, while future longitudinal and multilevel studies should test the direction and school-level mechanisms of the relationship.]]>
Copyrights © 2026
