Character education reinforcement in secondary schools is one of the educational programmes aimed at anticipating the tendency of moral perversion as a result of moral decadence. Various forms of moral deviations that occur among high school students result in them being alienated from life because they conflict with cultural norms, school discipline, and life ethics in society. In this article we aim to discuss the relation of character value reinforcement and the principal’s transformational leadership strategy to shape students’ characters in a descriptive-critical manner. The objective of this study was investigating school strategies for optimising the implementation of character education reinforcement. In this research we used a qualitative method with a case study design. The data validity measurement was based on the levels of credibility, transferability, dependability, and confirmability. The results emphasise the importance of shaping student character as an anticipatory step to minimise moral distortions among high school students, and the effectiveness of the principal’s transformational leadership role in optimising the implementation of education programmes for the strengthening of students’ characters in schools.

Purpose of the study: This paper aims to describe the basic reasons behind the application of the principal's humanistic approach, and the steps of the principal's humanistic approach to optimizing character education strengthening programs. Methodology: This research uses a qualitative approach, case study design. Data collection is done through in-depth interviews, participant observation, and study documentation to achieve research objectives. Main Findings: Research findings reveal that personal excellence (integrity, wholeness, and authenticity) and the humanistic spirituality of inspirational figures inspire the principal's humanistic approach. In addition, the application of the principal's humanistic approach has a significant impact on optimizing the implementation of character education strengthening in schools and successfully forming the character of students. Applications of this study: This study can be useful for principals in the education department of Malang City, East Java, Indonesia, to use a humanistic approach model in carrying out leadership roles, because it has been proven effective in optimizing the implementation of optimizing character education strengthening programs in schools. Novelty/Originality of this study: The principal's role is to create a "humane" school environment through harmonious relationships, respecting subordinates as human beings, tolerant and non-discriminatory, giving examples of good behavior to subordinates based on self-excellence and imitating the spirituality of inspirational figures, so that good characters are formed in the teachers and students at school.

The role of the principal is crucial to optimize the implementation of the student character strengthening program. Unfortunately, the role of the principal is experiencing obstacles because he has not found the appropriate form of role and approach to make the student character strengthening program effective. This study examines the principal's transformational leadership role based on a local cultural system. A qualitative approach is used in this study, the case study design with the subjects studied were school principals. Participants in this study include three principals, three senior teachers, one parent, and one cultural figure. Data were collected through in-depth interviews, participant observation, and documentation studies to achieve the research objectives. Data analysis employed a modified analytical analysis method. Meanwhile, the validity of the data was based on the level of credibility, transferability, dependence, and confirmability. The study results prove that the principal's transformational leadership role with a local cultural approach has a positive impact on the optimization of character strengthening programs and positive changes in students' moral behavior. The study concludes that the transformational leadership role of local culture-based principals impacts optimizing student character strengthening programs.

The purpose of this article is to elucidate how the principles of nationalism influence students' attitudes and behaviors, shaped by the norms and values of Pancasila, a philosophical system. The methodology employed for data collection involves a systematic review (meta-synthesis) of digital sources, encompassing an analysis of meta-ethnographic studies. The meta-ethnographic model serves as an "interpretive" tool, facilitating a comprehensive exploration of pivotal studies and their connection to the concept of character education in nationalism within the Pancasila framework. In order to delve into the realm of interpretive studies, there is a need to acquire "iterative" (spiral) data, deconstructing the ontological, epistemological, and axiological dimensions of the Pancasila philosophy. Employing this interpretive approach, the author chronicles the progress in the implementation of character education focused on nurturing students' sense of nationalism. This approach is rooted in the values and appreciation of the norms encapsulated in Pancasila, which, up until now, have not been fully optimized within the school context. Furthermore, the authors expand upon the foundational study, meticulously analyzing the concept of Pancasila within an intricate web of philosophical interpretations. This intricate analysis aims to decipher the essence of existence that students should embrace in their lives.

Cultivating spiritual-moral values in the school environment is very important. Principals need to encourage teachers to model good spiritual and moral behavior for students. This research aims to describe the role of school principals' learning leadership to empower and develop teacher-teaching competencies in increasing students' achievement motivation based on spiritual-moral values. This study used a qualitative approach with a case study design. The research subjects were three principals and three senior teachers from three Catholic Middle School, Christian Middle School, and Muhammadiyah Islamic Middle School in Malang City, East Java, Indonesia The data were collected through in-depth interviews, observation, and documentation studies. Data analysis is interactive and continuous until completion. Activities in data analysis are data reduction, power display, and conclusion drawing/verification. The validity of data must be determined through the implementation of inspection techniques. The implementation of the inspection technique in question is based on several specific criteria. These criteria encompass credibility, transferability, dependability, and confirmability. The research findings show that principals' learning leadership based on the moral values of spirituality has a practical impact on using teachers' learning competencies to influence students' achievement motivation. In conclusion, the leadership role of school principals based on spiritual-moral values has an impact on improving teacher teaching competence so that learning activities are of higher quality and increase student learning motivation. This research recommendation is a reference for school principals in Indonesia to implement an influential learning leadership role based on spiritual-moral values to remedy the low quality of learning.

The primary aim of this study is to explore how transformational leadership influences school management and to identify effective strategies that support sustainable environmental development. This qualitative research employs case studies involving school principals, five teachers, three students, and three parents from junior high schools in Malang City that have implemented green school (Adiwiyata) programs. Data were gathered through in-depth interviews, direct observations, and document analysis. Triangulation was used to analyze the data, ensuring the accuracy and credibility of the findings. The results indicate that transformational leadership is crucial in implementing green school policies by fostering stakeholder motivation and engagement in sustainability practices. Key challenges include resistance to change and limited resources. Effective strategies involve enhancing leadership training, fostering participatory policy development, and integrating environmentally friendly technologies. This study offers valuable insights for improving managerial practices in green schools and advancing environmental sustainability in the education sector.