E.S.C. Ningrum, H. Herwin, N.A. Purwanto
The problem and the aim of the study. Ki Hajar Dewantara’s leadership philosophy offers a culturally grounded framework for educational leadership in Indonesia. These values emphasize moral role-modeling, collaborative motivation, and supportive empowerment, aligning closely with contemporary transformational and inclusive leadership theories. This study aims to explore perspectives, understand implementation, and identify supporting and inhibiting factors in the implementation of Ki Hajar Dewantara’s leadership values by kindergarten principals in Indonesia. Research methods. This study employed a qualitative case study approach to explore how kindergarten principals in Indonesia interpret and apply Ki Hajar Dewantara’s leadership values within their daily practices. The participants used were 15 principals who were selected purposively based on their experience, training background, and active involvement in early childhood education communities. Data were collected through in-depth interviews, participant observations, and document analysis to capture the lived experiences and cultural meanings associated with leadership values such as Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, and Tut Wuri Handayani. Thematic analysis was used to process the data, involving open, axial, and selective coding to identify core categories, while data validity was ensured through triangulation and member checking. Results. This study found that Ki Hajar Dewantara’s leadership values guide daily leadership practices, from setting examples through discipline and behavior, to fostering collaboration and supporting teacher autonomy. Five main themes were identified, with Ing Ngarso Sung Tulodo as the most dominant theme, with 12 occurrences. Ing Madyo Mangun Karso (The Power of Faith) was found with 10 occurrences, and Tut Wuri Handayani with 9 occurrences. Two other themes that emerged were Local and Religious Values with 6 occurrences, and Leadership Challenges with 5 occurrences. Thematic coding results show that Ing Ngarso Sung Tulodo is the most dominant theme, followed by participatory leadership, empowerment, integration of local values, and leadership challenges. Principals also relate Dewantara’s values to local cultural and religious traditions, enhancing their acceptance within diverse school communities. However, the lack of formal training based on these philosophical principles presents a key challenge, as most principals rely on personal or informal learning. The success of value-based leadership is influenced by school context, including community support and resource availability. When implemented effectively, these leadership values foster inclusive, ethical, and humanistic school cultures that benefit teachers, students, and parents alike. Conclusion. This study concludes that Ki Hajar Dewantara’s leadership values – Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, and Tut Wuri Handayani—remain highly relevant and effectively guide kindergarten principals in Indonesia toward transformative, participative, and ethical leadership. These values positively influence school climate, teacher motivation, and community trust, especially when integrated with local and religious cultural norms. However, the study also highlights a gap in professional development, as most principals internalize these values through informal means rather than structured training. © Eka Sapti Cahya Ningrum, Herwin Herwin, Nurtanio Agus Purwanto, 2025
Department of Early Childhood Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Elementary School Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Educational Administration, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
