Teacher Leadership as an Agent of Global Citizenship in Multicultural Vocational Education Schools in Ketapang Regency

Abstract

This research is motivated by the need for an educational approach capable of fostering global awareness and cross-cultural understanding within the diversity of vocational schools. Teachers hold a strategic role as agents of global citizenship who connect local wisdom with universal values in the learning process. This study aims to analyze how teacher leadership in multicultural vocational schools in Ketapang District contributes to the development of students’ cross-cultural empathy, global responsibility, and social sensitivity. Using a qualitative ethnographic approach, data were collected through participant observation, in-depth interviews, and document analysis involving 30 teachers from six vocational high schools. The findings show that teacher leadership is supported by moral reflection, interethnic collaboration, and project-based learning, all of which consistently nurture solidarity, inclusiveness, and social justice among students. The discussion highlights that teachers function not only as academic facilitators but also as mediators of humanistic values who contextualize Global Citizenship Education (GCE) within local cultures. These leadership practices encourage dialogic learning and mutual respect in a diverse student environment. In conclusion, teacher leadership in multicultural vocational schools in Ketapang shapes an inclusive and humanistic model of global education, rooted in Indonesia’s pluralistic and democratic values, while also making a tangible contribution to strengthening the discourse on global citizenship.