An Integrated Principal Leadership Model for Building a Character-Based School Climate in Elementary Schools

Anto Akbar; Bunyamin Maftuh; Warlim Warlim; Tedi Supriyadi; Saepul Anwar

doi:10.61227/fs4xsq62

Authors

Anto Akbar Universitas Pendidikan Indonesia
Bunyamin Maftuh Universitas Pendidikan Indonesia
Warlim Warlim Universitas Pendidikan Indonesia
Tedi Supriyadi Universitas Pendidikan Indonesia
Saepul Anwar Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.61227/fs4xsq62

Keywords:

principal leadership, character-based school climate, character education, educational leadership, elementary school

Abstract

The success of character development among elementary school students is greatly influenced by the creation of a supportive school environment and effective principal leadership. This study aims to describe and analyze the principal’s leadership model in fostering a character-based school climate in elementary schools. The research was conducted from February to May 2026 using a qualitative approach and case study method at SDN 201 Sukaluyu, Bandung. The research participants consisted of one principal, five teachers, two parents, and one school committee member selected through purposive sampling. Data were collected through semi-structured interviews, observations, and document analysis, then analyzed using the Miles, Huberman, and Saldaña interactive model, which includes data condensation, data presentation, and the drawing and verification of conclusions. The credibility of the findings was strengthened through source triangulation and methodological triangulation. The research results indicate that the principal’s leadership plays a strategic role in fostering a character-based school climate through six mutually integrated components: a character vision grounded in discipline and independence; the principal’s exemplary leadership; an integrated character education program; collaboration among the school, parents, and the school committee; continuous monitoring; and the establishment of a school climate characterized by religiosity, discipline, independence, environmental care, and collaboration. Character education is implemented through various integrated programs, including religious activities, the Adiwiyata Program, the Environment-Based School Program, literacy activities, the Pancasila Student Profile Strengthening Project (P5), and the Pancawaluya Task Force. This study produced a model of school principal leadership that integrates a character-based vision, exemplary leadership, character-based programs, school-community collaboration, and continuous monitoring in building a character-based school climate. The findings of this study contribute to the development of research on educational leadership and character education and provide practical implications for elementary schools in strengthening student character development through a sustainable school climate.

Downloads

Download data is not yet available.

References

Berkowitz, M. W., & Bier, M. C. (2021). Research-based character education. The ANNALS of the American Academy of Political and Social Science, 591(1), 72–85.

Bush, T. (2020). Theories of educational leadership and management (5th ed.). Sage Publications.

Bustamam, N., Arifin, Z., & Suryana, A. (2022). Kepemimpinan instruksional kepala sekolah dalam meningkatkan karakter siswa di era digital. Jurnal Administrasi Pendidikan, 29(1), 45–60.

Cohen, J. (2022). School climate and social-emotional learning: The integration of research and practice. Teachers College Record, 124(3), 1–25.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.

Dewey, J. (1916). Democracy and education. Macmillan.

Epstein, J. L. (2021). School, family, and community partnerships: Preparing educators and improving schools (3rd ed.). Routledge.

Goodall, J. (2022). Parental engagement and student success: Current perspectives. Educational Review, 74(2), 156–171.

Hallinger, P. (2022). Leadership and school improvement: Evidence and implications. Educational Management Administration & Leadership, 50(1), 5–23.

Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill.

Hoy, W. K., & Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change. Corwin Press.

Hussain, S., & Ali, A. (2023). Transformational leadership and school climate: A mediating role of teacher professional development. Journal of Educational Leadership and Policy, 15(2), 112–129.

Kemendikbudristek. (2022). Panduan pengembangan Projek Penguatan Profil Pelajar Pancasila (P5). Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Kristjánsson, K. (2021). Recent trends in character education research. Journal of Moral Education, 50(1), 1–12.

Leithwood, K. (2021). A review of evidence about equitable school leadership. Education Sciences, 11(8), 377.

Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.

Lickona, T. (2022). Mendidik untuk membentuk karakter. Bumi Aksara.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.

Northouse, P. G. (2022). Leadership: Theory and practice (9th ed.). Sage Publications.

Peraturan Pemerintah Republik Indonesia Nomor 4 Tahun 2022 tentang Perubahan atas Peraturan Pemerintah Nomor 57 Tahun 2021 tentang Standar Nasional Pendidikan.

Permendikbudristek Nomor 12 Tahun 2024 tentang Kurikulum pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah.

Rahmawati, E., Hidayat, T., & Nugraha, A. (2023). Program Adiwiyata dalam membentuk karakter peduli lingkungan peserta didik sekolah dasar. Jurnal Pendidikan Dasar Indonesia, 8(2), 101–112.

Sari, D., Nurhayati, E., & Putri, R. (2023). Implementasi pendidikan karakter pada sekolah dasar melalui pembiasaan positif. Jurnal Pendidikan Karakter, 14(1), 45–58.

Setiawan, B., & Cahyono, H. (2024). Integrasi Profil Pelajar Pancasila melalui budaya sekolah: Perspektif kepala sekolah. Jurnal Pendidikan Dasar dan Karakter, 17(1), 88–105.

Sulastri, N., Mulyana, A., & Kurniawan, D. (2023). Kepemimpinan visioner kepala sekolah dalam meningkatkan budaya sekolah. Jurnal Manajemen Pendidikan, 12(2), 98–110.

Suyitno, H., Wahyuni, S., & Rahman, A. (2022). Penguatan pendidikan karakter di sekolah dasar pada era digital. Jurnal Pendidikan Dasar, 13(1), 15–27.

Thapa, A., Cohen, J., Guffey, S., & Higgins-D'Alessandro, A. (2022). School climate and student character development: A comprehensive review. Educational Psychology Review, 34(2), 321–350.

Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

Wahyudi, R., Setiawan, A., & Hidayat, M. (2024). Peran kepala sekolah dalam penguatan karakter peserta didik di sekolah dasar. Jurnal Pendidikan Karakter, 15(1), 33–47.

Wang, M. T., & Degol, J. L. (2021). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 33(3), 859–890.

Wulandari, R., & Pratama, M. (2025). Strategi kolaborasi kepala sekolah dengan orang tua dalam membangun karakter siswa di sekolah dasar. Jurnal Manajemen Pendidikan Dasar, 10(1), 22–38.

Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.

Yuliana, N., Pratama, R., & Hasanah, L. (2024). Kolaborasi sekolah dan orang tua dalam penguatan pendidikan karakter peserta didik sekolah dasar. PrimaryEdu: Journal of Elementary Education, 8(1), 55–68.