TEACHER COMPETENCE AND SCHOOL CULTURE IN DIGITAL CHARACTER EDUCATION: EVIDENCE FROM AN INDONESIAN SECONDARY SCHOOL

Abstract

This study explores the management of character education in the digital era, with particular attention to the roles of teacher competence and school culture in shaping student character. A qualitative case study was conducted at SMP Plus Latansa Demak, involving teachers, school principals, administrative staff, students, and parents as key informants. Data were collected through in-depth interviews, classroom and school observations, and document analysis to gain a comprehensive understanding of how character education is planned, implemented, monitored, and supported within the school environment. The findings indicate that character education management is closely intertwined with teacher competence and the development of a supportive school culture. Teachers play a central role in translating character education policies and values into daily learning practices, interpersonal interactions, and students’ behavioral development. At the same time, school culture provides an important contextual foundation through shared values, institutional routines, role modeling, and collaborative practices among members of the school community. The study also reveals that the integration of digital technology creates both opportunities and challenges for character education, requiring teachers to develop adaptive competencies while maintaining ethical, social, and religious values in students’ digital behavior. Furthermore, the findings suggest that effective character education cannot be separated from the continuous development of teacher competence and the creation of a consistent school culture that reinforces character formation. Therefore, character education management in the digital era requires an integrated approach involving school leadership, teacher development, parental involvement, and the strategic use of digital technology.