<![CDATA[Purpose: This study examines how a principal enacted transformational leadership through planning, organizing, actuating, and controlling (POAC) while managing a character-oriented co-curricular program in a remote Indonesian primary school. Method:. A qualitative single-case study was conducted at SD Negeri 33 Natai Bunjau, Sintang Regency, with 15 purposively selected participants. Interviews, participant observation, and documents informed a theory-guided interactive analysis; source and methodological triangulation, member checking, and contextual description supported credibility. Findings: Inspirational motivation was evident in shared program priorities and participatory planning; individualized consideration in flexible duties and attention to the school data operator's workload; intellectual stimulation in locally grounded activities and simplified behavioral observation; and idealized influence in the principal's role modeling and reflective supervision. Informants perceived greater professional support and family participation, but the evidence did not establish sustained changes in students' behavior. The strategies accommodated, rather than removed, unreliable electricity and absent internet connectivity. Implications: Leadership support in remote schools may be strengthened through context-sensitive administrative requirements, collaborative routines, and basic infrastructure provision. Originality: The study offers a contextual interpretation of how four transformational leadership dimensions overlap with POAC functions under conditions of digital disconnection, without claiming a tested causal model.]]>
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