<![CDATA[This study aims to explore how Tri Hita Karana values are integrated into school leadership and how principals and teachers perceive their contribution to teacher well-being and school effectiveness. A qualitative multiple-case study was conducted in four elementary schools in Bali Province, anonymized as SD A, SD B, SD C, and SD D. The participants comprised four principals and twelve teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis, complemented by within-case and cross-case analyses. Trustworthiness was enhanced through source triangulation, member checking, peer debriefing, and the maintenance of an audit trail. The findings revealed that Tri Hita Karana-based leadership was enacted through three interconnected dimensions. Parhyangan strengthened ethical leadership, professional meaning, and emotional calm; Pawongan supported respectful communication, teacher participation, collegial trust, recognition, and fair treatment; while Palemahan promoted physical comfort, environmental responsibility, and orderly working conditions. Among these dimensions, Pawongan was perceived as having the most direct contribution to teachers’ everyday well-being. Teacher well-being was also perceived to support school effectiveness by fostering stronger commitment, collaboration, responsibility, and program continuity. However, implementation was constrained by uneven workload distribution, limited teacher participation, inadequate facilities, and a tendency to interpret Tri Hita Karana primarily as a ceremonial concept. The study suggests that Tri Hita Karana can serve as a culturally grounded leadership framework when its values are consistently translated into school policies, organizational practices, and everyday leadership behaviors.]]>
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