Character education in early childhood is a crucial foundation for shaping personality, attitudes, and future behavior. This study investigates the role of school leadership in strengthening character education at TK Realfunrainbow, Kota Salatiga, with particular emphasis on the implementation of internship (life-skills practicum) as a strategic approach. The objectives were to examine planning, organizing, mobilizing, and controlling functions of the principal in character education reinforcement. Using a qualitative descriptive design, data were collected through in-depth interviews, participatory observation, and documentation. Informants included the principal, teachers, parents, and internship partners, selected purposively and snowball. Data analysis employed Spradley’s ethnographic model with componential analysis, while validity was ensured through triangulation techniques. Results show that the principal systematically planned character education by identifying needs, setting goals, and designing programs that integrate daily routines with internship activities. The internship program, oriented toward life skills, provided children with experiential learning opportunities that fostered discipline, independence, responsibility, and cooperation. Organizationally, the principal delegated tasks and built collaborative partnerships with teachers, parents, and external mentors to support the practicum. In mobilization, leadership was demonstrated through role modeling, two-way communication, and continuous mentoring. Control was maintained via supervision, standardized assessment tools, reporting systems, and periodic evaluation. In conclusion, internship proved to be an effective and contextual strategy for reinforcing character education in early childhood settings. Integrating this approach explicitly into curriculum documents is recommended to ensure sustainability, pedagogical legitimacy, and broader impact.
Maryani et al. (2026) studied this question.