Measuring teacher leadership effects on student character: quasi-experimental evidence from cultural integration models

  • Deysi Olvie Mulder 
    STAKPN Sentani
    Indonesia
  • Yohanna Ristua
    STAKPN Sentani
    Indonesia

Abstract

This qualitative single-case study examined how transformational teacher leadership in Seni Budaya dan Prakarya (SBDP) supported student character formation in the Society 5.0 context at SMP Dafonsoro Sentani, Papua. The study focused on idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, alongside arts-based learning, Christian values, Papuan local wisdom, and digital technology. Participants comprised one SBDP teacher, one school leader, and fifteen students. Data were generated through semi-structured interviews, classroom observations, school and instructional documents, student artworks, and photographic documentation. Findings indicate that ethical modelling, motivational encouragement, creative exploration, and individualized support were associated with discipline, responsibility, cooperation, confidence, creativity, perseverance, respect, and cultural pride. Culturally rooted activities, including noken-inspired weaving and other Papuan arts practices, provided meaningful contexts for character development, while digital tools supported learning but were constrained by unequal access, limited facilities, and distraction. The study concludes that character formation was most evident where teacher leadership, arts learning, local wisdom, Christian values, and guided technology use converged within this culturally specific and technologically evolving educational setting.

Keywords
  • Transformational teacher
  • Leadership
  • Arts-based
  • Learning; papuan local
  • Wisdom
  • Character
  • Formation
Lisensing Information
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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