The Role of The Leading Teacher in Schools in Remote, Frontier and Outermost Areas in Enjoyable Learning
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This study analyzes the multidimensional role of the Leading Teacher in realizing enjoyable learning in Disadvantaged, Frontier, and Outermost (3T) Areas based on the Independent Curriculum. Using a qualitative multi-site case study approach in Entikong Regency, data was collected through interviews, observations, and document reviews. The results of the study identified three core roles of the Leading Teacher: (1) as a Contextual Learning Architect who transforms material and environmental limitations into authentic learning resources; (2) as a Socio-Emotional Climate Facilitator who builds a safe space and restores learning motivation through a personal approach and positive feedback; and (3) as a Leader and Catalyst of the Learning Community who drives a collaborative network with fellow teachers, parents, and the community for sustainable innovation. These three roles are interconnected to form a learning ecosystem where enjoyment emerges as a consequence of a meaningful, relevant, and student-centered learning process. This study contributes to the development of a contextual learning leadership model in marginalized areas.
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