Teachers’ Role Modeling and Habituation Strategies in Fostering Moral Character of Elementary School Students

Abstract

This study examines teachers’ efforts to foster students’ moral character, focusing on the strategies they employ, the supporting factors, and the challenges encountered in a public elementary school in Indonesia. The study employed a qualitative case study approach. Data were collected through observations, interviews, and document analysis. Primary data were obtained from teachers and students, while secondary data were gathered from the school principal, school documents, and relevant literature. The findings indicate that students demonstrated noticeable improvements in moral behavior, including greater obedience, politeness, respect for teachers, and concern for their peers. Teachers promoted moral character primarily through role modeling, habituation, and continuous guidance. The effectiveness of these strategies was supported by teachers’ strong commitment and collaborative relationships within the school community. However, limited parental involvement and inadequate facilities for religious activities remained significant challenges. The study concludes that sustainable moral character development depends not only on teachers’ pedagogical efforts but also on active family participation and adequate institutional support. These findings highlight the importance of strengthening collaboration among schools, families, and the wider community to enhance the effectiveness of character education.