<![CDATA[This study examines how school leadership translates character education from policy into everyday school practices at SMAN 1 Banjarbaru, South Kalimantan. It draws on the documented school-level component of a broader qualitative inquiry, using interviews with school leaders and teachers, observations, and institutional documents. The material was analyzed by organizing convergent evidence around strategic planning, program implementation, culture building, monitoring, teacher collaboration, and professional learning. Findings indicate that participatory planning connects school priorities with instructional documents; principal and teacher role modeling supports routine enactment of character values; recognition systems and student-generated symbols reinforce a shared culture; and reflective supervision helps adapt the program. Teacher engagement is encouraged through delegated responsibilities and opportunities for professional development. Taken together, these practices suggest an interconnected leadership process rather than a series of isolated character education activities. The contribution of this study is a school-level synthesis linking leadership decisions, teacher participation, organizational routines, and feedback mechanisms. Because the available evidence concerns SMAN 1 only and does not establish changes in student behavior, the findings should be interpreted as a context-specific account of implementation, not as proof of program effectiveness or a comparative multisite result.]]>
Copyrights © 2026
