<![CDATA[This study aims to examine in depth the sociocultural reconstruction achieved through the roles of Physical Education, Sports, and Health (PJOK) teachers and school authorities in internalizing moral values of courtesy among students, while also identifying ecological barriers that trigger behavioral resistance among elementary students toward young educators acting as authority figures. Employing a qualitative approach with a descriptive design, data were collected through in-depth interviews, participant observation, and document analysis, and subsequently analyzed interactively using NVivo software. Relational analysis reveals that optimal affective character formation is manifested through the tactical synergy of three pillars: an instructional integration approach based on visual modeling by PJOK teachers, institutional habituation based on regulations, and collaborative value alignment with the family ecosystem. However, the operational effectiveness of this character-cultivating system constantly faces multidimensional sociocultural obstacles stemming from inconsistent domestic parenting, negative peer group conformity, and the disintegration of contemporary morality driven by the destructive hegemony of digital media (cyber-incivility) which undermines the normative influence of local culture and degrades students' real-world ethical sensitivity. Based on these findings, the study concludes that overcoming these affective barriers requires a comprehensive restoration of the educational ecosystem through the axiomatic reinforcement of the educator's visual modeling, consistent institutional policies, and the multiplicative support provided by strategic partnerships between schools and families. Keywords: PJOK Teacher, Character, Education, School, Courtesy]]>
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