Integrating Segulaha Traditional Values in School Leadership: a Transformational Approach to Educational Excellence and Sustainable Development Goals (SDGs)

Objective: This study aims to explore the role of school principals in fostering high-quality schools by integrating Segulaha traditional values into instructional leadership. The research focuses on identifying the moral dimensions that guide school principals' leadership and how these values contribute to educational excellence, aligning with Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education). Theoretical Framework: This study is grounded in leadership theories, including transformational and instructional leadership, with a specific emphasis on cultural-based leadership models. The integration of Segulaha traditional values—Adat se atorang (Religious Values), Galib se lukudi (Equality in Rights and Opportunities), and Ngare se cara sere se doniru (Solidarity and Collectivism)—is examined as a framework for enhancing school governance, teacher professional development, and student character formation. Method: The study employs a qualitative research design with a multi-case study approach. Data were collected through in-depth interviews, observations, and document analysis from four high-performing schools in Ternate City: SD Negeri 2, SD Negeri 38, SD IT Nurul Hasan, and SD Alkhairaat 1. Data analysis follows Creswell's qualitative data interpretation model, which involves coding, categorization, and thematic analysis. Results and Discussion: The findings reveal that the implementation of Segulaha values significantly contributes to school effectiveness. Adat se atorang fosters a disciplined and ethically guided learning environment, Galib se lukudi ensures fairness in educational opportunities, and Ngare se cara sere se doniru strengthens collaboration among teachers, students, and the community. These cultural values shape leadership practices, resulting in improved student engagement, teacher motivation, and institutional resilience. Additionally, the study highlights challenges such as balancing tradition with modern educational demands and the need for continuous professional development for principals. Research Implications: This study provides practical insights into the importance of integrating traditional cultural values into educational leadership. It suggests that policymakers and school administrators should consider culturally embedded leadership approaches as a strategy for school improvement. The findings advocate for leadership training programs that incorporate cultural competencies and inclusive decision-making, in line with the SDGs’ focus on equitable education and sustainable institutional development. Originality/Value: This research contributes to the literature by introducing a unique cultural perspective on school leadership, demonstrating how traditional values can enhance educational management. The study offers a novel framework for school leadership in multicultural contexts, emphasizing the significance of cultural heritage in modern educational settings and its role in achieving the SDGs.