Strengthening Moral Leadership through Online Scenario Based Training for Indonesian School Principals

Strengthening Moral Leadership through Online Scenario Based Training for Indonesian School Principals | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Strengthening Moral Leadership through Online Scenario Based Training for Indonesian School Principals Paul Arjanto, Zummy Anselmus Dami, Alfrina Mewengkang, Prisca Diantra Sampe, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8063067/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Integrity risks in Indonesian schools remain high in BOS budgeting, procurement, and transparency, eroding public trust and complicating principals’ decisions. This study designs and evaluates an online scenario-based learning (O-SBL) moral-leadership model focused on school-governance dilemmas involving BOS procedures, vendor relations, conflicts of interest, documentation, and stakeholder disclosure. Using a multi-site quasi-experimental pretest–posttest design, 90 principals completed two core modules followed by four weeks of micro-scenarios. Competence was assessed with a 40-item situational judgment test covering seven integrity and governance domains. Results showed large gains: mean scores increased from 126.24 (SD = 14.01) to 173.52 (SD = 13.79), a 47.28-point (37.45%) improvement; Wilcoxon Z = − 8.239, p < .001; 100% of participants improved; effect size r = .87. We conclude that O-SBL, combining authentic cases, structured reflection, and a common feedback rubric, substantially strengthens principals’ moral-leadership competencies across diverse contexts. The model is ready for integration into principal certification and continuing professional development, particularly to enhance BOS transparency, procurement fairness, and stakeholder accountability. Anti-corruption Educational leadership Ethics training Scenario-based learning School governance Figures Figure 1 Figure 2 INTRODUCTION In Indonesia’s education sector, integrity risks remain stubbornly high. The Corruption Eradication Commission’s (KPK) Integrity Assessment Survey (Survei Penilaian Integritas—SPI) indicates that roughly one-third of schools are at risk of corrupt practices, with misuse of school operational funds (BOS) repeatedly highlighted as a vulnerability area (KPK, 2025). Public reporting around SPI has consistently underscored BOS irregularities and procurement issues as systemic pressure points that erode public trust in schools and weaken the moral fabric of educational organizations (DetikEdu, 2024 ; Indonesia Corruption Watch/Antikorupsi.org, 2023). Such conditions challenge the sector’s capacity to meet national education goals, especially when principals—who sit at the nexus of resource allocation, personnel management, and community accountability—face ethically fraught decisions amid everyday constraints. Against this backdrop, moral leadership in schools is not a peripheral ideal; it is a governance necessity linked to organizational justice climates and to the reduction of deviant or self-serving conduct (Brown & Treviño, 2006 ; Bandura, 1999 ; Manara et al., 2020 ). Accordingly, strengthening moral leadership through context-specific, auditable training that equips principals to navigate BOS and procurement dilemmas is not merely desirable but urgent if schools are to restore public trust and meet Indonesia’s educational goals. Despite years of programmatic guidance and regulatory socialization, integrity lapses persist in school finance and procurement, often implicating principal-level decision making (Nawawi, 2024). Conventional solutions—codes of conduct, monitoring, sanctions, whistleblowing channels, and general ethics training—are necessary but not sufficient; reviews show these top-down measures reduce unethical behavior unevenly and frequently fail to shift the tacit reasoning that drives day-to-day choices (Ahmed et al., 2023; Kim, 2023; University of Pretoria SLR, 2022). The central problem, therefore, is twofold: (a) principals frequently confront complex, context-laden dilemmas where rules alone do not resolve competing pressures; and (b) existing professional learning rarely rehearses those dilemmas in safe, repeatable ways that cultivate moral sensitivity, judgment, motivation, and action—the four components of moral functioning (Rest, 1983/2015). A general solution emerging worldwide is to complement compliance-oriented initiatives with leadership development that models, reinforces, and practices ethical decision-making under realistic constraints. Scenario-Based Learning (SBL)—particularly in online, branching, and simulation formats—has demonstrated efficacy for strengthening ethical awareness, decision quality, and professional readiness in complex fields. Studies in health and professional education report that SBL improves core competencies, moral reasoning, and confidence by placing learners inside realistic narratives that require trade-offs, perspective-taking, and justification of choices (Sadeghi et al., 2023; Alirezaei et al., 2024 ; Rasesemola et al., 2025; Holdsworth, 2024). In blended leadership courses, scenario videos and flipped designs have enhanced application of theory to practice and reflective learning at scale (Shek et al., 2023). Ethically focused SBL is also gaining traction, with emerging randomized designs comparing scenario-based ethics training to traditional delivery (Akbari et al., 2025). Theoretically, SBL aligns with moral cognition frameworks: the Social Intuitionist Model suggests moral judgments are often fast and intuitive, then post-hoc rationalized (Haidt, 2001 ), while Rest’s Four-Component Model clarifies the sequential capacities training must target (moral sensitivity, judgment, motivation, and character). By surfacing mechanisms of moral disengagement (e.g., euphemistic labeling, diffusion of responsibility), SBL can explicitly counter the very cognitive moves that normalize corrupt acts in ordinary administration (Bandura, 1999 ). A growing corpus documents SBL’s effects across nursing, medicine, language learning, and workplace capability assessment, often reporting gains in clinical reasoning, ethical competence, and self-efficacy (Sadeghi et al., 2023; Alirezaei et al., 2024 ; Rasesemola et al., 2025; Holdsworth, 2024). Bibliometric and systematic analyses likewise show sustained momentum in scenario- or simulation-based pedagogy (Tsong, 2025; Cho & Kim, 2024, as summarized in recent reviews). Yet two gaps remain. First, within educational leadership research, ethical or moral leadership is robustly associated with lower deviance and better climates (meta-analytic and field evidence), but intervention studies that train school leaders’ moral decision-making through online, scenario-based practice are sparse (Brown & Treviño, 2006 ; Manara et al., 2020 ; Ahmed et al., 2023). Second, in Indonesia, integrity risk profiles (e.g., BOS procurement, reporting, and conflict-of-interest dilemmas) are well-documented, but few designs tailor scenarios to principals’ administrative realities or evaluate effects on anti-corruption intentions, moral disengagement, and integrity-aligned choices (KPK SPI reporting; Nawawi, 2024). In short, evidence supports SBL’s promise, and ethics-focused leadership scholarship shows clear associations—but there is a notable lack of context-specific, digitally delivered SBL interventions for school principals addressing corruption-relevant dilemmas in governance and resource stewardship. This study designs and evaluates an online scenario-based learning (SBL) moral-leadership model for Indonesian school principals which (a) encodes high-frequency, high-stakes integrity dilemmas—such as BOS budgeting and procurement, vendor relations, and transparency to stakeholders—(b) trains sequential capacities identified by moral cognition theory (Haidt, 2001 ; Rest, 1983/2015), and (c) measures changes in ethical decision quality, moral disengagement, and integrity-aligned behavioral intentions. Unlike generic ethics seminars or leadership lectures, the proposed model embeds locally specific corruption-risk micro-scenarios drawn from Indonesia’s education governance landscape (SPI-informed), integrates branching decision paths and reflective prompts that render moral reasoning auditable and coachable, and links training tasks to validated outcomes (ethical awareness, decision-justification quality, and intention to act), thereby bridging moral-leadership theory with actionable anti-corruption competencies for principals. Illustrative hypotheses are as follows: principals exposed to the online SBL module will demonstrate higher post-test scores on ethical awareness and decision-quality rubrics than controls; SBL participants will report lower moral disengagement related to common administrative dilemmas; and these gains will be retained at short-term follow-up. The scope targets sitting or aspiring principals and focuses on decision-making in school governance—planning, budgeting, procurement, accountability, and stakeholder engagement—rather than criminal investigation or sanctions. Delivery is fully online to support scalable, repeatable practice and feedback, and evaluation adopts quasi-experimental or randomized designs where feasible, consistent with emerging SBL ethics-training trials (Akbari et al., 2025; Shek et al., 2023). By situating morally salient, Indonesia-specific dilemmas inside a structured SBL environment, the study offers a practically testable pathway for strengthening integrity at the leadership locus most proximal to school-level corruption risks. METHOD Research Design This study employs a multi-site, clustered, quasi-experimental pretest–posttest design with a short-term maintenance follow-up. The intervention is an Online Scenario-Based Learning (SBL) moral-leadership module for school principals which encodes high-frequency integrity dilemmas (e.g., BOS budgeting/procurement, vendor relations, stakeholder transparency) and requires branching decisions with embedded reflective prompts. Outcomes are assessed at baseline (O), immediately after training, and after a maintenance period of guided micro-practice. The design is implemented in three sites—Kupang, Tomohon, and Ambon—using parallel procedures to strengthen external validity and enable exploratory site-level moderation. Each site completes a baseline observation (O1, O2, O3), receives the SBL intervention (X1, X2, X3), undertakes a four-week maintenance phase consisting of low-dose micro-scenarios plus feedback, and then completes a follow-up observation (O4, O5, O6). To mitigate common threats to internal validity in one-group designs (e.g., history, maturation), we standardize the intervention dose across sites, time-lock data-collection windows, preregister analysis plans, and estimate baseline-adjusted models (ANCOVA and mixed-effects) with cluster-robust standard errors (Kline, 2016 ; Gelman & Hill, 2007 ; Vickers & Altman, 2001 ). Scenario prompts and scoring rubrics operationalize moral-cognition sequences (Rest, 1983/2015; Haidt, 2001 ) and moral-disengagement mechanisms (Bandura, 1999 ; Moore et al., 2012 ), while the SBL format reflects evidence that interactive, context-rich decision practice improves ethics-training transfer compared with didactic approaches (Shek et al., 2023; Akbari et al., 2025). Collectively, this multi-site, baseline-adjusted, maintenance-augmented design affords a rigorous yet pragmatic test of the SBL module’s effects on principals’ integrity competencies—balancing internal validity with real-world implementation, strengthening transparency and reproducibility through preregistration and standardization, and generating policy-relevant evidence to scale anti-corruption leadership development across Indonesian schools. Population and Sample / Participants The study targets sitting or aspiring principals from Early Childhood Education (PAUD), Primary (SD), Junior Secondary (SMP), and Senior/Vocational Secondary (SMA/SMK) schools located in the urban districts of Kupang, Tomohon, and Ambon. Using stratified invitations issued through local education offices, we will enroll N = 90 principals (≈ 30 per site) with proportional representation across school levels. Inclusion criteria are: (a) current principal or principal-designate; (b) basic digital access; and (c) willingness to complete all assessments; the exclusion criterion is any ongoing disciplinary proceeding related to corruption or suspension that could confound responses. A priori power analysis for within-person change with baseline adjustment indicates that detecting a moderate effect (d = 0.40) at α = .05 with 1–β = .80 requires approximately 84 participants; allowing for ~ 10% attrition, N = 90 provides adequate power for primary outcomes (Faul et al., 2007 ; Lakens, 2013 ). Baseline characteristics captured include age, gender, years in leadership, school level, school size, prior integrity training, and exposure to BOS management. Data Collection Techniques and Instruments The instrument is a 40-item situational judgment test (SJT) spanning seven competency domains of school good governance and integrity. Each item presents a brief school-governance scenario with five alternative actions (A–E); respondents select the option representing the most ethical and regulation-compliant response. Answers are scored against an expert-developed key that prioritizes the ideal action. Two parallel forms are provided—Pre-test and Post-test—as shown in the annexes, ensuring comparable content across administrations. Content validity was established by a four-member expert panel (educational leadership/management, anti-corruption, Indonesian language, and educational media/technology). See Table 1 .. See Table 1 . Table 1 Anti-Corruption School Principal Competencies (ACSPC) Test – Dimensions, indicators, and item numbers Dimension Indicator Item Numbers 1. Being a Role Model of Integrity 1.1 Anti-gratification and conflict of interest 4, 5, 13 1.2 Ethical firmness and exemplary conduct (discipline, asset/position management) 1, 10, 33 2. Transparency and Accountability in Financial Management 2.1 Accountability of documentation and reporting 2, 7 2.2 Compliance with Standard Operating Procedures (SOP) and process control 14, 25 2.3 Openness and public access to financial information 26, 28 3. Good School Governance 3.1 Participation and collective decision-making 22, 24 3.2 Objective procurement and prevention of favoritism 12, 21 3.3 Fairness and policy integrity 29, 35 4. Education and Internalization of Anti-Corruption Values 4.1 Anti-corruption education and campaign 20, 6 4.2 Capacity building and digital-integrity literacy 9, 32 4.3 Engagement of school community and dialogue forums 16, 17 5. Clean and Efficient Public Service 5.1 Clean and fair services (free from extortion, fair, transparent to users) 19, 23, 38 5.2 Reliable service procedures (discipline, official payment methods) 8, 27 6. Strengthening the Supervision and Reporting System 6.1 Audit/monitoring and corrective follow-up 18, 30 6.2 Reporting channels and documentation/audit trail 3, 40 6.3 Data access and information transparency 31, 36 7. Continuous Reflection and Evaluation 7.1 Meaningful evaluation and reflection (individual and collective) 37, 39 7.2 Continuous improvement based on findings 11, 15, 34 Data Analysis Procedures We first address preparation and assumptions by inspecting patterns of missingness (MCAR/MAR) and outliers; if MAR is plausible, we apply multiple imputation (Rubin, 1987), and we evaluate normality, using robust estimators or aligned-rank tests when assumptions are violated. Measurement validation includes estimating reliability for each subscale with Cronbach’s α (target ≥ .70) and McDonald’s ω (Cronbach, 1951 ; McDonald, 1999 ), and testing construct validity via a seven-factor CFA of the ACSPC using robust ML (Kline, 2016 ), reporting χ²/df, CFI, TLI, RMSEA with 90% CI, and SRMR. We examine measurement invariance across site (Kupang/Tomohon/Ambon) and school level (PAUD/SD/SMP/SMA/SMK) sequentially—configural, metric, then scalar (Putnick & Bornstein, 2016 )—and compute inter-rater reliability for the EADQ using two-way random ICC(2,k) per criterion (target ≥ .75). Primary effectiveness analyses model within-person change using baseline-adjusted linear mixed-effects models (participants nested within site) predicting post-test and follow-up outcomes for Decision-Quality, Ethical Awareness, MD-AD, and the ACSPC Index (Gelman & Hill, 2007 ). We quantify effects with baseline-adjusted Hedges’ g_av for pre–post and pre–follow-up contrasts (Lakens, 2013 ), derive 95% CIs via bootstrapping, and conduct a responder analysis estimating the proportion achieving minimally important change (e.g., ≥ 0.33 SD) with Wilson confidence intervals. Exploratory and moderation analyses test site and school level as moderators with leadership tenure and prior integrity training as covariates (ANCOVA framework); dose–response is evaluated via associations between engagement metrics and gains (Spearman correlations/robust regression), and maintenance is assessed by comparing immediate post-test with follow-up. To address multiplicity, we control the false discovery rate with the Benjamini–Hochberg procedure. Sensitivity analyses re-fit models on complete cases and with nonparametric alternatives to check robustness; when ICC > .05, we report cluster-robust standard errors and variance partition coefficients. Validity, Reliability, and Ethical Considerations Content validity was established by a multidisciplinary expert panel that computed item-level CVIs (I-CVI; acceptable ≥ .78 with 6–7 experts) and targeted a scale-level S-CVI/Ave ≥ .90; items falling below these thresholds were revised or replaced (Polit & Beck, 2006 ; Lawshe, 1975 ). Construct validity was evaluated via a two-stage CFA using a 60% calibration and 40% validation split to confirm the ACSPC latent structure, while alternative specifications (e.g., a higher-order factor) were compared using ΔCFI and information criteria (AIC/BIC; Kline, 2016 ). Reliability evidence included internal consistency (α and ω) for all scales, test–retest stability over ~ 2 weeks for ACSPC and MD-AD, and inter-rater agreement for the EADQ rubric using two-way random ICC(2,k) after structured rater training and calibration (Bebeau, 2002 ). Translation equivalence was ensured through forward–back translation with reconciliation meetings and pilot cognitive debriefs to secure semantic and conceptual alignment (Brislin, 1970 ). To mitigate bias, responses were anonymous, sensitive items used indirect wording, and participants were reminded that data serve research—not appraisal—purposes; common-method bias was probed via temporal separation of scenario tasks and self-reports and by testing for a method factor. Ethical clearance will be obtained from the university IRB; participation is voluntary with digital informed consent, the right to withdraw without penalty, and no personally identifying data collected beyond contact information for reminders, which is stored separately. Data are encrypted in transit and at rest; de-identified datasets and codebooks will be retained for five years in a secure repository and may be shared only in aggregate form. Risks are minimal (time burden, potential discomfort when reflecting on dilemmas), while benefits include access to a structured integrity-leadership program, individualized feedback on decision patterns, a certificate of completion, and a summary of aggregate results. Intervention Content and Delivery The program comprises two core online modules (≈ 90 minutes each) delivered over one week via the learning management system (LMS) at https://iiesecore.com/lms/course/view.php?id=3 , followed by four weeks of maintenance using 16 vetted micro-scenarios (10–15 minutes each, released weekly) covering BOS budget planning, quotation comparators, vendor selection and favoritism, conflicts of interest, documentation and audit trails, and stakeholder transparency. Instructional strategies include branching decisions with just-in-time prompts, short reflective writings, comparative exemplar justifications, and automated feedback anchored to the EADQ rubric (Haidt, 2001 ; Rest, 1983/2015). Fidelity is supported by weekly dashboards that flag incomplete branches; non-supervisory facilitators send neutral reminders, and no performance data are shared with employers. RESULTS Competency Gains Across all participants (N = 90), competency scores increased from M = 126.24, SD = 14.01 at pretest to M = 173.52, SD = 13.79 at posttest, yielding a gain of + 47.28 points or + 37.45%. The score distribution remained approximately symmetric (skewness ≈ − 0.17 to + 0.11; kurtosis ≈ − 1.28 to − 1.17). A Wilcoxon signed-rank test indicated a significant pre–post difference (Z = − 8.239, p < .001), with zero negative ranks; a sign test likewise showed that 100% of participants improved (Z = − 9.381, p < .001). The corresponding nonparametric effect size, r = |Z|/√N, was 0.868, evidencing a very large effect. These results align with a growing body of evidence that scenario-based learning (SBL) grounded in authentic cases and reflective feedback enhances complex competencies and professional self-efficacy across educational and health settings (Alirezaei et al., 2024 ; Bardach et al., 2021 ; Cochrane, 2024 ; Klassen et al., 2021 ; Mamakli et al., 2023; Mehall, 2022 ; Morgan, 2024 ; Rodés-Paragarino et al., 2024 ; Rogers & MacCormac, 2025 ; Rushby et al., 2025 ). Systematic reflection and structured feedback, in particular, have been shown to strengthen self-efficacy and practice readiness among preservice teachers and nurses (Alirezaei et al., 2024 ; Bardach et al., 2021 ; Klassen et al., 2021 ; Rogers & MacCormac, 2025 ; Rushby et al., 2025 ). Within moral and integrity education, dilemma- and ethics-based pedagogies—including problem-based and participatory approaches—consistently improve moral sensitivity and ethical reasoning (Cordero Ramos et al., 2024; Langlois & Lapointe, 2010 ; Ribchester & Healey, 2017 ). Accordingly, the pronounced improvement observed in this study is congruent with prior findings. The magnitude and consistency of the gains suggest that Online SBL is an effective training model for moral leadership aimed at strengthening principals’ integrity. This is strategically salient given the KPK Integrity Assessment (SPI) evidence of elevated risks of corrupt behavior in educational units (Komisi Pemberantasan Korupsi, 2024 ) and extensive scholarship linking ethical/moral leadership to clean public governance (Al Halbusi et al., 2022 ; Cheteni & Shindika, 2017 ; Van Eeden Jones & Lasthuizen, 2018 ). Practically, the module offers a scalable pathway to developing anti-corruption competencies directly relevant to BOS budgeting, procurement processes, and transparency in public service. Table 1 Descriptive Statistics by Site and Total Group n Pre M ± SD Post M ± SD Min–Max (Pre) Min–Max (Post) Kupang 30 127.27 ± 13.54 173.37 ± 14.28 104–149 151–195 Tomohon 30 125.17 ± 14.66 170.33 ± 13.91 102–149 151–195 Ambon 30 126.30 ± 14.20 176.87 ± 12.81 103–149 154–196 Total 90 126.24 ± 14.01 173.52 ± 13.79 102–149 151–196 Table 2 Wilcoxon Signed-Ranks and Sign Tests Contrast Z (Wilcoxon) p (2-tailed) Negative Ranks Positive Ranks Ties Z (Sign) p Kupang (Post–Pre) −4.783 < .001 0 30 0 −5.295 < .001 Tomohon (Post–Pre) −4.783 < .001 0 30 0 −5.295 < .001 Ambon (Post–Pre) −4.782 < .001 0 30 0 −5.295 < .001 Total (Post–Pre) −8.239 < .001 0 90 0 −9.381 < .001 Table 3 Gains and Nonparametric Effect Sizes Group Mean Gain % Gain Wilcoxon r (=|Z|/√N) Kupang + 46.10 + 36.22% 0.873 Tomohon + 45.17 + 36.09% 0.873 Ambon + 50.57 + 40.04% 0.873 Total + 47.28 + 37.45% 0.868 Site-Specific Effects and Patterns Across sites, gains were significant and uniform. In Kupang, scores rose from 127.27 ± 13.54 (pre) to 173.37 ± 14.28 (post), Z = − 4.783, p < .001; in Tomohon, from 125.17 ± 14.66 to 170.33 ± 13.91, Z = − 4.783, p < .001; and in Ambon, from 126.30 ± 14.20 to 176.87 ± 12.81, Z = − 4.782, p < .001. No decreases were observed at any site (Sign Test: 0 negative; 100% positive). Mean gains were Kupang + 46.10 (+ 36.22%), Tomohon + 45.17 (+ 36.09%), and Ambon + 50.57 (+ 40.04%). Nonparametric effect sizes were very large at each location (r ≈ 0.873). This cross-site consistency aligns with evidence that standardized scenarios paired with a uniform feedback rubric can dampen facilitator- and context-related variance (Bardach et al., 2021 ; Klassen et al., 2021 ; Mamakli et al., 2023; Mehall, 2022 ; Morgan, 2024 ; Rogers & MacCormac, 2025 ; Rushby et al., 2025 ). The slightly larger improvement in Ambon is plausibly linked to tighter contextual alignment of scenarios (e.g., BOS budgeting, procurement, conflicts of interest) with participants’ daily experiences or to small differences in facilitation fidelity—patterns frequently reported in field-based SBL research (Alirezaei et al., 2024 ; Bardach et al., 2021 ; Klassen et al., 2021 ; Mamakli et al., 2023). Replicating effects in three cities strengthens both the generalizability and the scalability of the program. For national training policy, the findings indicate that the module can perform effectively across heterogeneous ecosystems, provided that LMS access and facilitator support are sufficient to maintain delivery fidelity (Mehall, 2022 ; Morgan, 2024 ). In sum, the intervention is resilient to local variation yet responsive to contextual relevance, offering a pragmatic profile for equitable, phased national rollout so long as LMS access and basic fidelity supports are maintained. Robustness and Distributional Considerations The convergence of the Wilcoxon signed-rank and Sign tests (both p < .001), coupled with zero score decreases, indicates that the results are highly robust rather than artifacts of a particular analytic choice. Distributional diagnostics further support this interpretation: kurtosis values were platykurtic ( ≈ − 1.45 to − 0.93) and skewness hovered near zero, suggesting no problematic tail behavior or extreme outliers that might bias the pre–post contrast. Methodologically, in pre–post designs where normality cannot be guaranteed, pairing rank-based inference with nonparametric effect size estimates is widely recommended; the present approach is consistent with that guidance. Substantively, the robustness of gains mirrors reports from SBL studies showing reliable improvements in online environments when reflective practice and spaced/distributed exercises are embedded in the design (Alirezaei et al., 2024 ; Bardach et al., 2021 ; Klassen et al., 2021 ; Mehall, 2022 ). Practically, the observation that some posttest scores approached the scale’s upper bound (up to 196) points to the need for more challenging or adaptive scenario branches to preserve headroom for high-performing cohorts and to mitigate potential ceiling effects—an established direction in advanced SBL refinement (Bardach et al., 2021 ; Klassen et al., 2021 ; Mamakli et al., 2023). Collectively, these diagnostics support the conclusion that gains are genuine and resilient to analytic and distributional assumptions, while also motivating the incorporation of adaptive, higher-difficulty branches and distribution-aware reporting to preserve headroom for high performers at scale. Thematic Subsections by the Seven Competency Domains Being a Role Model of Integrity. Scenarios centered on anti-gratification, conflicts of interest, and exemplary conduct appear to have translated core values into consistent action tendencies. This pattern accords with evidence that authentic ethical dilemmas paired with guided reflection heighten moral awareness and readiness for ethical action (Cordero Ramos et al., 2024; Langlois & Lapointe, 2010 ; Ribchester & Healey, 2017 ), while value- and principle-based leadership strengthens role-model behavior in practice (Alok, 2017 ; Hendrikz & Engelbrecht, 2019 ). The domain is pivotal given SPI findings that corrupt practices often begin with seemingly minor moral justifications in daily routines (Frolova, 2014 ; Julián & Bonavia, 2022 ; Komisi Pemberantasan Korupsi, 2024 ). Accordingly, fortifying this domain provides a first line of defense against integrity slippage in school leadership. Transparency & Accountability in Financial Management. Case work on BOS budgeting (offer comparisons, documentation, audit trail) likely deepened procedural accountability literacy. This aligns with research showing that ethical leadership, coupled with living control systems, underpins public-sector governance improvements in developing contexts (Cheteni & Shindika, 2017 ; Van Eeden Jones & Lasthuizen, 2018 ). Importantly, these competencies target SPI-highlighted risk zones such as cost inflation and nepotism (Komisi Pemberantasan Korupsi, 2024 ). Strengthening this domain therefore offers immediate, high-leverage mitigation against financial integrity risks in schools. Good School Governance. Scenarios emphasizing due process, non-favoritism, and regulatory compliance likely reinforced fair-climate norms. Prior work indicates that ethical leadership cultivates just climates that suppress dysfunctional behaviors and moral disengagement (Al Halbusi et al., 2022 ; Cheteni & Shindika, 2017 ; Tang et al., 2018 ; Van Eeden Jones & Lasthuizen, 2018 ). Robust governance thus functions as an organizational guardrail against rationalizations for misconduct (Tang et al., 2018 ). Consequently, formalizing these routines as enforceable SOPs with transparent oversight turns ethical conduct into the default and narrows the opportunity space for rationalized rule-bending. Education & Internalization of Anti-Corruption Values. Reflective prompts and worked exemplars appear to support value internalization and moral conation (the will to act). Sustained, participatory ethics programs are associated with improved dilemma-resolution competence and durable ethical reasoning (Cordero Ramos et al., 2024; Langlois & Lapointe, 2010 ; Ribchester & Healey, 2017 ). This domain helps shift training from mere knowledge transmission toward disposition transformation. Clean & Efficient Public Service. Attention to service transparency and procedural justice likely sharpened a clean-service orientation. Moral leadership has documented effects on psychosocial safety and pro-organizational behavior (Dollard & Jain, 2019 ; Kartini et al., 2023 ; Nunn & Avella, 2015 ), and, in school settings, strengthens public credibility and community trust (Asiyai, 2020 ). Enhancements here directly support citizen-facing legitimacy. Strengthening Supervision & Reporting System. Normalizing reporting channels and whistleblowing within scenarios appears to have reduced psychosocial barriers to speaking up. Ethical culture and organizational justice are repeatedly linked to increased reporting of wrongdoing and use of integrity systems (Al Halbusi et al., 2022 ; Van Eeden Jones & Lasthuizen, 2018 ). This activates the “last mile” of integrity: systems not only exist on paper but are actually used. Continuous Reflection & Evaluation. Weekly micro-scenarios with structured feedback instantiate deliberate practice consistent with effective instructional design (distributed duration, authentic problems) (Alirezaei et al., 2024 ; Bardach et al., 2021 ; Branch, 2009 ; Ding & Toran, 2025 ; Klassen et al., 2021 ; Rogers & MacCormac, 2025 ; Rushby et al., 2025 ). Longitudinal SBL research similarly reports sustained effects on teaching self-efficacy (Rushby et al., 2025 ). This domain underwrites the maintenance of competencies and mid-term readiness for ethical decision-making. Implications for Education Large and uniform competency gains across Kupang, Tomohon, and Ambon (r ≈ .87; 100% improved) point to a clear, system-ready pathway: Online Scenario-Based Learning (O-SBL) that blends authentic cases, structured reflection, and a common feedback rubric is a robust, scalable method for strengthening principals’ moral leadership and integrity in diverse schooling ecosystems (Alirezaei et al., 2024 ; Bardach et al., 2021 ; Klassen et al., 2021 ; Mehall, 2022 ; Morgan, 2024 ; Rogers & MacCormac, 2025 ; Rushby et al., 2025 ). Because its short, high-frequency cycles mirror real governance pressures—public fund management, procurement trade-offs, conflicts of interest—O-SBL translates directly into practice. First, systems should mainstream O-SBL into principal certification and continuing professional development, awarding mandatory credit for integrity modules and requiring demonstrated mastery on action-based assessments before career progression (Komisi Pemberantasan Korupsi, 2024 ; Van Eeden Jones & Lasthuizen, 2018 ; Cheteni & Shindika, 2017 ). Second, cross-site consistency justifies a national, standardized scenario bank (e.g., BOS budgeting, vendor selection, disclosures, audit trail, stakeholder transparency) with a shared rubric to equalize feedback quality while allowing local wrapping of names, rules, and customs (Bardach et al., 2021 ; Klassen et al., 2021 ; Mamakli et al., 2023; Mehall, 2022 ; Morgan, 2024 ). Third, the mechanism of change hinges on systematic reflection and formative feed-forward: require written rationales tied to rubric indicators, comparative exemplars, and explicit action plans so learning transfers beyond the platform (Langlois & Lapointe, 2010 ; Rogers & MacCormac, 2025 ; Rushby et al., 2025 ). Fourth, high posttest levels warrant adaptive branching to prevent ceiling effects; escalate complexity with multi-actor dilemmas, overlapping regulations, political pressure, and ambiguous documentation to differentiate learning for advanced participants (Bardach et al., 2021 ; Klassen et al., 2021 ; Mamakli et al., 2023). Fifth, pair O-SBL with concrete governance practices—due process, non-favoritism, compliance routines, rotation of committees, transparent minutes—to shape a fair-climate that suppresses moral disengagement (Al Halbusi et al., 2022 ; Tang et al., 2018 ; Van Eeden Jones & Lasthuizen, 2018 ). Sixth, keep a sharp focus on financial transparency in BOS and procurement; make SOPs, quotation comparators, and audit-trail templates direct training outputs so artifacts are ready for immediate use (Komisi Pemberantasan Korupsi, 2024 ; Cheteni & Shindika, 2017 ). Seventh, build a speak-up culture by normalizing reporting scenarios and instituting a psychosocial safety climate—anonymous channels, non-punitive follow-ups, leader messaging that frames reporting as service (Dollard & Jain, 2019 ). Eighth, scale with equity: ensure LMS access (including offline-first and mobile), train master facilitators, monitor fidelity via dashboards, and run regular calibration and 90-day improvement cycles (Branch, 2009 ; Mehall, 2022 ; Morgan, 2024 ; Ding & Toran, 2025 ). Ninth, align assessment with action: prioritize SJTs and branching tasks, report nonparametric effect sizes, and add 3–6-month retention checks; triangulate with objective indicators like audit findings and procurement compliance (Branch, 2009 ; Rushby et al., 2025 ). Tenth, make public value visible by publishing service standards, complaint resolution rates, and disclosure logs to strengthen legitimacy (Asiyai, 2020 ). Eleventh, embed cultural and local values to deepen internalization (Arjanto et al., 2024 ; Ribchester & Healey, 2017 ). Twelfth, extend beyond principals to vice principals, treasurers, procurement committees, supervisors, and teachers to harmonize standards and accelerate culture change (Cochrane, 2024 ; Rodés-Paragarino et al., 2024 ). Finally, pursue policy-oriented research (e.g., cluster-randomized or stepped-wedge designs) and strong data privacy safeguards to reinforce causal inference and ethical use of analytics. In short, align what leaders practice in scenarios with what systems measure, support, and reward; that coherence turns integrity from aspiration into the school’s operating system. CONCLUTION This study aimed to design and evaluate an online, scenario-based moral-leadership model for Indonesian school principals that encodes high-frequency governance dilemmas—especially BOS budgeting/procurement, conflict-of-interest management, documentation, and transparency—and to assess changes in ethical decision quality, moral disengagement, and integrity-aligned intentions. Key highlights include large and uniform competency gains across three city sites (Kupang, Tomohon, Ambon), with 100% of participants improving and a very large nonparametric effect (r ≈ .87), alongside substantial mean increases ( ≈ + 47 points; ≈ +37%) from pre- to post-test; convergent Wilcoxon and Sign tests (both p < .001) and near-symmetric distributions support the robustness of these results and their generalizability across heterogeneous ecosystems. The study contributes to theory by offering multi-site, quantitative evidence that digitally delivered, context-specific Scenario-Based Learning operationalizes moral-cognition frameworks (e.g., sequencing sensitivity-judgment-motivation-action) while countering moral disengagement through auditable reflection and exemplar-anchored feedback; to practice by specifying a scalable O-SBL blueprint—standardized scenario bank and rubric, reflective feed-forward, adaptive branching to avoid ceiling effects, action-based assessment (SJT/branching), and ready-to-use governance artifacts (SOPs, vendor matrices, audit-trail templates); and to policy by indicating readiness for integration into principal certification and continuing professional development (PKB), recommending fidelity infrastructure (LMS access, master-trainer cascade, dashboards), and encouraging outward-facing integrity KPIs and safe speak-up channels. Collectively, these findings position O-SBL as a feasible, equity-oriented pathway to embed integrity as the operating norm of Indonesian schools while motivating future causal trials and retention follow-ups for sustained impact. Declarations Acknowledgements We gratefully acknowledge the Direktorat Penelitian dan Pengabdian kepada Masyarakat, Direktorat Jenderal Riset dan Pengembangan, Kementerian Pendidikan Tinggi, Sains, dan Teknologi Republik Indonesia, for providing financial and administrative support under Contract No. 229/UN13.3/PT/2025. We also thank the participating principals and the local education offices of Kupang, Tomohon, and Ambon for their cooperation and support during the implementation of this study. Funding Declaration This work was supported by the Direktorat Penelitian dan Pengabdian kepada Masyarakat, Direktorat Jenderal Riset dan Pengembangan, Kementerian Pendidikan Tinggi, Sains, dan Teknologi Republik Indonesia (Contract No. 229/UN13.3/PT/2025). Clinical Trial Registration Not applicable. Ethical approval This study was reviewed and approved by the Research Ethics Committee of Universitas Pattimura (Komite Etik Penelitian Universitas Pattimura) . All procedures involving human participants were conducted in accordance with institutional guidelines, national research ethics standards, and the principles of the Declaration of Helsinki . Consent to participate All school principals participating in this study provided digital informed consent prior to data collection. They were informed of the study’s purpose, procedures, potential risks, voluntary participation, and their right to withdraw at any time without penalty. Consent to publish All authors consent to the publication of this manuscript. No identifiable personal information of participants is included; therefore, additional participant consent for publication was not required. Competing interests The authors declare no competing interests. Data availability The data that support the findings of this study (de-identified response data, scoring keys, and analysis codebooks) are not publicly available due to institutional data-protection policies and the potential risk of re-identification of participants and schools. De-identified data may be made available from the corresponding author upon reasonable request and subject to institutional approval. Author contributions Conceptualization: P.A., Z.A.D., A.M. Methodology and study design: P.A., Z.A.D., A.M., P.D.S. Intervention development and materials: P.A., Z.A.D., A.M., V.K.M., A.C.L. Data collection and site coordination: Z.A.D., A.M., P.D.S., V.K.M., A.C.L., M.Y.L.Y., C.M. Formal analysis and interpretation: P.A., P.D.S. Data curation: P.A., A.C.L. Writing – original draft: P.A. Writing – review and editing: P.A., Z.A.D., A.M., P.D.S., V.K.M., A.C.L., M.Y.L.Y., C.M. Visualization: P.A., A.C.L. Project administration: P.A., Z.A.D., A.M. Funding acquisition: P.A. 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Educ Inform Technol. 2023;28(4):4017–40. https://doi.org/10.1007/s10639-022-11015-6 . Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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Study timeline by site\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-8063067/v1/723a6bd906919053a816cea9.jpeg"},{"id":98440154,"identity":"88301c1b-97f6-4ed3-98f2-4963ccf7c9b9","added_by":"auto","created_at":"2025-12-17 17:03:24","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":59655,"visible":true,"origin":"","legend":"\u003cp\u003eFigure 1. Pre vs Post Means by Site\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-8063067/v1/4befab187e64808bc293472d.png"},{"id":100787719,"identity":"e3e70b94-b6e3-4709-b5c4-9c86ba62f3f6","added_by":"auto","created_at":"2026-01-21 12:03:25","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1134766,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8063067/v1/f0490e54-a3a7-4e5a-aa9e-33ecf021d8a0.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Strengthening Moral Leadership through Online Scenario Based Training for Indonesian School Principals","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eIn Indonesia\u0026rsquo;s education sector, integrity risks remain stubbornly high. The Corruption Eradication Commission\u0026rsquo;s (KPK) Integrity Assessment Survey (Survei Penilaian Integritas\u0026mdash;SPI) indicates that roughly one-third of schools are at risk of corrupt practices, with misuse of school operational funds (BOS) repeatedly highlighted as a vulnerability area (KPK, 2025). Public reporting around SPI has consistently underscored BOS irregularities and procurement issues as systemic pressure points that erode public trust in schools and weaken the moral fabric of educational organizations (DetikEdu, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Indonesia Corruption Watch/Antikorupsi.org, 2023). Such conditions challenge the sector\u0026rsquo;s capacity to meet national education goals, especially when principals\u0026mdash;who sit at the nexus of resource allocation, personnel management, and community accountability\u0026mdash;face ethically fraught decisions amid everyday constraints. Against this backdrop, moral leadership in schools is not a peripheral ideal; it is a governance necessity linked to organizational justice climates and to the reduction of deviant or self-serving conduct (Brown \u0026amp; Trevi\u0026ntilde;o, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Bandura, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e1999\u003c/span\u003e; Manara et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Accordingly, strengthening moral leadership through context-specific, auditable training that equips principals to navigate BOS and procurement dilemmas is not merely desirable but urgent if schools are to restore public trust and meet Indonesia\u0026rsquo;s educational goals.\u003c/p\u003e \u003cp\u003eDespite years of programmatic guidance and regulatory socialization, integrity lapses persist in school finance and procurement, often implicating principal-level decision making (Nawawi, 2024). Conventional solutions\u0026mdash;codes of conduct, monitoring, sanctions, whistleblowing channels, and general ethics training\u0026mdash;are necessary but not sufficient; reviews show these top-down measures reduce unethical behavior unevenly and frequently fail to shift the tacit reasoning that drives day-to-day choices (Ahmed et al., 2023; Kim, 2023; University of Pretoria SLR, 2022). The central problem, therefore, is twofold: (a) principals frequently confront complex, context-laden dilemmas where rules alone do not resolve competing pressures; and (b) existing professional learning rarely rehearses those dilemmas in safe, repeatable ways that cultivate moral sensitivity, judgment, motivation, and action\u0026mdash;the four components of moral functioning (Rest, 1983/2015). A general solution emerging worldwide is to complement compliance-oriented initiatives with leadership development that models, reinforces, and practices ethical decision-making under realistic constraints.\u003c/p\u003e \u003cp\u003eScenario-Based Learning (SBL)\u0026mdash;particularly in online, branching, and simulation formats\u0026mdash;has demonstrated efficacy for strengthening ethical awareness, decision quality, and professional readiness in complex fields. Studies in health and professional education report that SBL improves core competencies, moral reasoning, and confidence by placing learners inside realistic narratives that require trade-offs, perspective-taking, and justification of choices (Sadeghi et al., 2023; Alirezaei et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Rasesemola et al., 2025; Holdsworth, 2024). In blended leadership courses, scenario videos and flipped designs have enhanced application of theory to practice and reflective learning at scale (Shek et al., 2023). Ethically focused SBL is also gaining traction, with emerging randomized designs comparing scenario-based ethics training to traditional delivery (Akbari et al., 2025). Theoretically, SBL aligns with moral cognition frameworks: the Social Intuitionist Model suggests moral judgments are often fast and intuitive, then post-hoc rationalized (Haidt, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2001\u003c/span\u003e), while Rest\u0026rsquo;s Four-Component Model clarifies the sequential capacities training must target (moral sensitivity, judgment, motivation, and character). By surfacing mechanisms of moral disengagement (e.g., euphemistic labeling, diffusion of responsibility), SBL can explicitly counter the very cognitive moves that normalize corrupt acts in ordinary administration (Bandura, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e1999\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eA growing corpus documents SBL\u0026rsquo;s effects across nursing, medicine, language learning, and workplace capability assessment, often reporting gains in clinical reasoning, ethical competence, and self-efficacy (Sadeghi et al., 2023; Alirezaei et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Rasesemola et al., 2025; Holdsworth, 2024). Bibliometric and systematic analyses likewise show sustained momentum in scenario- or simulation-based pedagogy (Tsong, 2025; Cho \u0026amp; Kim, 2024, as summarized in recent reviews). Yet two gaps remain. First, within educational leadership research, ethical or moral leadership is robustly associated with lower deviance and better climates (meta-analytic and field evidence), but intervention studies that \u003cem\u003etrain\u003c/em\u003e school leaders\u0026rsquo; moral decision-making through \u003cem\u003eonline, scenario-based\u003c/em\u003e practice are sparse (Brown \u0026amp; Trevi\u0026ntilde;o, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Manara et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Ahmed et al., 2023). Second, in Indonesia, integrity risk profiles (e.g., BOS procurement, reporting, and conflict-of-interest dilemmas) are well-documented, but few designs tailor scenarios to principals\u0026rsquo; administrative realities or evaluate effects on anti-corruption intentions, moral disengagement, and integrity-aligned choices (KPK SPI reporting; Nawawi, 2024). In short, evidence supports SBL\u0026rsquo;s promise, and ethics-focused leadership scholarship shows clear associations\u0026mdash;but there is a notable lack of context-specific, digitally delivered SBL interventions for \u003cem\u003eschool principals\u003c/em\u003e addressing corruption-relevant dilemmas in governance and resource stewardship.\u003c/p\u003e \u003cp\u003eThis study designs and evaluates an online scenario-based learning (SBL) moral-leadership model for Indonesian school principals which (a) encodes high-frequency, high-stakes integrity dilemmas\u0026mdash;such as BOS budgeting and procurement, vendor relations, and transparency to stakeholders\u0026mdash;(b) trains sequential capacities identified by moral cognition theory (Haidt, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2001\u003c/span\u003e; Rest, 1983/2015), and (c) measures changes in ethical decision quality, moral disengagement, and integrity-aligned behavioral intentions. Unlike generic ethics seminars or leadership lectures, the proposed model embeds locally specific corruption-risk micro-scenarios drawn from Indonesia\u0026rsquo;s education governance landscape (SPI-informed), integrates branching decision paths and reflective prompts that render moral reasoning auditable and coachable, and links training tasks to validated outcomes (ethical awareness, decision-justification quality, and intention to act), thereby bridging moral-leadership theory with actionable anti-corruption competencies for principals. Illustrative hypotheses are as follows: principals exposed to the online SBL module will demonstrate higher post-test scores on ethical awareness and decision-quality rubrics than controls; SBL participants will report lower moral disengagement related to common administrative dilemmas; and these gains will be retained at short-term follow-up. The scope targets sitting or aspiring principals and focuses on decision-making in school governance\u0026mdash;planning, budgeting, procurement, accountability, and stakeholder engagement\u0026mdash;rather than criminal investigation or sanctions. Delivery is fully online to support scalable, repeatable practice and feedback, and evaluation adopts quasi-experimental or randomized designs where feasible, consistent with emerging SBL ethics-training trials (Akbari et al., 2025; Shek et al., 2023). By situating morally salient, Indonesia-specific dilemmas inside a structured SBL environment, the study offers a practically testable pathway for strengthening integrity at the leadership locus most proximal to school-level corruption risks.\u003c/p\u003e"},{"header":"METHOD","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThis study employs a multi-site, clustered, quasi-experimental pretest\u0026ndash;posttest design with a short-term maintenance follow-up. The intervention is an Online Scenario-Based Learning (SBL) moral-leadership module for school principals which encodes high-frequency integrity dilemmas (e.g., BOS budgeting/procurement, vendor relations, stakeholder transparency) and requires branching decisions with embedded reflective prompts. Outcomes are assessed at baseline (O), immediately after training, and after a maintenance period of guided micro-practice. The design is implemented in three sites\u0026mdash;Kupang, Tomohon, and Ambon\u0026mdash;using parallel procedures to strengthen external validity and enable exploratory site-level moderation. Each site completes a baseline observation (O1, O2, O3), receives the SBL intervention (X1, X2, X3), undertakes a four-week maintenance phase consisting of low-dose micro-scenarios plus feedback, and then completes a follow-up observation (O4, O5, O6).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eTo mitigate common threats to internal validity in one-group designs (e.g., history, maturation), we standardize the intervention dose across sites, time-lock data-collection windows, preregister analysis plans, and estimate baseline-adjusted models (ANCOVA and mixed-effects) with cluster-robust standard errors (Kline, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Gelman \u0026amp; Hill, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Vickers \u0026amp; Altman, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Scenario prompts and scoring rubrics operationalize moral-cognition sequences (Rest, 1983/2015; Haidt, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2001\u003c/span\u003e) and moral-disengagement mechanisms (Bandura, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e1999\u003c/span\u003e; Moore et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), while the SBL format reflects evidence that interactive, context-rich decision practice improves ethics-training transfer compared with didactic approaches (Shek et al., 2023; Akbari et al., 2025). Collectively, this multi-site, baseline-adjusted, maintenance-augmented design affords a rigorous yet pragmatic test of the SBL module\u0026rsquo;s effects on principals\u0026rsquo; integrity competencies\u0026mdash;balancing internal validity with real-world implementation, strengthening transparency and reproducibility through preregistration and standardization, and generating policy-relevant evidence to scale anti-corruption leadership development across Indonesian schools.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003ePopulation and Sample / Participants\u003c/h3\u003e\n\u003cp\u003eThe study targets sitting or aspiring principals from Early Childhood Education (PAUD), Primary (SD), Junior Secondary (SMP), and Senior/Vocational Secondary (SMA/SMK) schools located in the urban districts of Kupang, Tomohon, and Ambon. Using stratified invitations issued through local education offices, we will enroll N\u0026thinsp;=\u0026thinsp;90 principals (\u0026asymp;\u0026thinsp;30 per site) with proportional representation across school levels. Inclusion criteria are: (a) current principal or principal-designate; (b) basic digital access; and (c) willingness to complete all assessments; the exclusion criterion is any ongoing disciplinary proceeding related to corruption or suspension that could confound responses. A priori power analysis for within-person change with baseline adjustment indicates that detecting a moderate effect (d\u0026thinsp;=\u0026thinsp;0.40) at α\u0026thinsp;=\u0026thinsp;.05 with 1\u0026ndash;β\u0026thinsp;=\u0026thinsp;.80 requires approximately 84 participants; allowing for ~\u0026thinsp;10% attrition, N\u0026thinsp;=\u0026thinsp;90 provides adequate power for primary outcomes (Faul et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Lakens, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Baseline characteristics captured include age, gender, years in leadership, school level, school size, prior integrity training, and exposure to BOS management.\u003c/p\u003e\n\u003ch3\u003eData Collection Techniques and Instruments\u003c/h3\u003e\n\u003cp\u003eThe instrument is a 40-item situational judgment test (SJT) spanning seven competency domains of school good governance and integrity. Each item presents a brief school-governance scenario with five alternative actions (A\u0026ndash;E); respondents select the option representing the most ethical and regulation-compliant response. Answers are scored against an expert-developed key that prioritizes the ideal action. Two parallel forms are provided\u0026mdash;Pre-test and Post-test\u0026mdash;as shown in the annexes, ensuring comparable content across administrations. Content validity was established by a four-member expert panel (educational leadership/management, anti-corruption, Indonesian language, and educational media/technology). See Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e1\u003c/span\u003e.. See Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAnti-Corruption School Principal Competencies (ACSPC) Test \u0026ndash; Dimensions, indicators, and item numbers\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIndicator\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eItem Numbers\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1. Being a Role Model of Integrity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1.1 Anti-gratification and conflict of interest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4, 5, 13\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1.2 Ethical firmness and exemplary conduct (discipline, asset/position management)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1, 10, 33\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e2. Transparency and Accountability in Financial Management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.1 Accountability of documentation and reporting\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2, 7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.2 Compliance with Standard Operating Procedures (SOP) and process control\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14, 25\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.3 Openness and public access to financial information\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e26, 28\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e3. Good School Governance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.1 Participation and collective decision-making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e22, 24\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.2 Objective procurement and prevention of favoritism\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12, 21\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.3 Fairness and policy integrity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29, 35\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e4. Education and Internalization of Anti-Corruption Values\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.1 Anti-corruption education and campaign\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20, 6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.2 Capacity building and digital-integrity literacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9, 32\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.3 Engagement of school community and dialogue forums\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16, 17\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e5. Clean and Efficient Public Service\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5.1 Clean and fair services (free from extortion, fair, transparent to users)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19, 23, 38\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5.2 Reliable service procedures (discipline, official payment methods)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8, 27\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e6. Strengthening the Supervision and Reporting System\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e6.1 Audit/monitoring and corrective follow-up\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18, 30\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e6.2 Reporting channels and documentation/audit trail\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3, 40\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e6.3 Data access and information transparency\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31, 36\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e7. Continuous Reflection and Evaluation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e7.1 Meaningful evaluation and reflection (individual and collective)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e37, 39\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e7.2 Continuous improvement based on findings\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11, 15, 34\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e\n\u003ch3\u003eData Analysis Procedures\u003c/h3\u003e\n\u003cp\u003eWe first address preparation and assumptions by inspecting patterns of missingness (MCAR/MAR) and outliers; if MAR is plausible, we apply multiple imputation (Rubin, 1987), and we evaluate normality, using robust estimators or aligned-rank tests when assumptions are violated. Measurement validation includes estimating reliability for each subscale with Cronbach\u0026rsquo;s α (target\u0026thinsp;\u0026ge;\u0026thinsp;.70) and McDonald\u0026rsquo;s ω (Cronbach, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e1951\u003c/span\u003e; McDonald, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e1999\u003c/span\u003e), and testing construct validity via a seven-factor CFA of the ACSPC using robust ML (Kline, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), reporting χ\u0026sup2;/df, CFI, TLI, RMSEA with 90% CI, and SRMR. We examine measurement invariance across site (Kupang/Tomohon/Ambon) and school level (PAUD/SD/SMP/SMA/SMK) sequentially\u0026mdash;configural, metric, then scalar (Putnick \u0026amp; Bornstein, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2016\u003c/span\u003e)\u0026mdash;and compute inter-rater reliability for the EADQ using two-way random ICC(2,k) per criterion (target\u0026thinsp;\u0026ge;\u0026thinsp;.75). Primary effectiveness analyses model within-person change using baseline-adjusted linear mixed-effects models (participants nested within site) predicting post-test and follow-up outcomes for Decision-Quality, Ethical Awareness, MD-AD, and the ACSPC Index (Gelman \u0026amp; Hill, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). We quantify effects with baseline-adjusted Hedges\u0026rsquo; g_av for pre\u0026ndash;post and pre\u0026ndash;follow-up contrasts (Lakens, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), derive 95% CIs via bootstrapping, and conduct a responder analysis estimating the proportion achieving minimally important change (e.g., \u0026ge; 0.33 SD) with Wilson confidence intervals. Exploratory and moderation analyses test site and school level as moderators with leadership tenure and prior integrity training as covariates (ANCOVA framework); dose\u0026ndash;response is evaluated via associations between engagement metrics and gains (Spearman correlations/robust regression), and maintenance is assessed by comparing immediate post-test with follow-up. To address multiplicity, we control the false discovery rate with the Benjamini\u0026ndash;Hochberg procedure. Sensitivity analyses re-fit models on complete cases and with nonparametric alternatives to check robustness; when ICC\u0026thinsp;\u0026gt;\u0026thinsp;.05, we report cluster-robust standard errors and variance partition coefficients.\u003c/p\u003e\n\u003ch3\u003eValidity, Reliability, and Ethical Considerations\u003c/h3\u003e\n\u003cp\u003eContent validity was established by a multidisciplinary expert panel that computed item-level CVIs (I-CVI; acceptable\u0026thinsp;\u0026ge;\u0026thinsp;.78 with 6\u0026ndash;7 experts) and targeted a scale-level S-CVI/Ave\u0026thinsp;\u0026ge;\u0026thinsp;.90; items falling below these thresholds were revised or replaced (Polit \u0026amp; Beck, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Lawshe, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e1975\u003c/span\u003e). Construct validity was evaluated via a two-stage CFA using a 60% calibration and 40% validation split to confirm the ACSPC latent structure, while alternative specifications (e.g., a higher-order factor) were compared using ΔCFI and information criteria (AIC/BIC; Kline, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Reliability evidence included internal consistency (α and ω) for all scales, test\u0026ndash;retest stability over ~\u0026thinsp;2 weeks for ACSPC and MD-AD, and inter-rater agreement for the EADQ rubric using two-way random ICC(2,k) after structured rater training and calibration (Bebeau, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). Translation equivalence was ensured through forward\u0026ndash;back translation with reconciliation meetings and pilot cognitive debriefs to secure semantic and conceptual alignment (Brislin, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e1970\u003c/span\u003e). To mitigate bias, responses were anonymous, sensitive items used indirect wording, and participants were reminded that data serve research\u0026mdash;not appraisal\u0026mdash;purposes; common-method bias was probed via temporal separation of scenario tasks and self-reports and by testing for a method factor. Ethical clearance will be obtained from the university IRB; participation is voluntary with digital informed consent, the right to withdraw without penalty, and no personally identifying data collected beyond contact information for reminders, which is stored separately. Data are encrypted in transit and at rest; de-identified datasets and codebooks will be retained for five years in a secure repository and may be shared only in aggregate form. Risks are minimal (time burden, potential discomfort when reflecting on dilemmas), while benefits include access to a structured integrity-leadership program, individualized feedback on decision patterns, a certificate of completion, and a summary of aggregate results.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eIntervention Content and Delivery\u003c/h2\u003e \u003cp\u003eThe program comprises two core online modules (\u0026asymp;\u0026thinsp;90 minutes each) delivered over one week via the learning management system (LMS) at \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://iiesecore.com/lms/course/view.php?id=3\u003c/span\u003e\u003cspan address=\"https://iiesecore.com/lms/course/view.php?id=3\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e, followed by four weeks of maintenance using 16 vetted micro-scenarios (10\u0026ndash;15 minutes each, released weekly) covering BOS budget planning, quotation comparators, vendor selection and favoritism, conflicts of interest, documentation and audit trails, and stakeholder transparency. Instructional strategies include branching decisions with just-in-time prompts, short reflective writings, comparative exemplar justifications, and automated feedback anchored to the EADQ rubric (Haidt, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2001\u003c/span\u003e; Rest, 1983/2015). Fidelity is supported by weekly dashboards that flag incomplete branches; non-supervisory facilitators send neutral reminders, and no performance data are shared with employers.\u003c/p\u003e \u003c/div\u003e"},{"header":"RESULTS","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eCompetency Gains\u003c/h2\u003e \u003cp\u003eAcross all participants (N\u0026thinsp;=\u0026thinsp;90), competency scores increased from M\u0026thinsp;=\u0026thinsp;126.24, SD\u0026thinsp;=\u0026thinsp;14.01 at pretest to M\u0026thinsp;=\u0026thinsp;173.52, SD\u0026thinsp;=\u0026thinsp;13.79 at posttest, yielding a gain of +\u0026thinsp;47.28 points or +\u0026thinsp;37.45%. The score distribution remained approximately symmetric (skewness\u0026thinsp;\u0026asymp;\u0026thinsp;\u0026minus;\u0026thinsp;0.17 to +\u0026thinsp;0.11; kurtosis\u0026thinsp;\u0026asymp;\u0026thinsp;\u0026minus;\u0026thinsp;1.28 to \u0026minus;\u0026thinsp;1.17). A Wilcoxon signed-rank test indicated a significant pre\u0026ndash;post difference (Z\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;8.239, p\u0026thinsp;\u0026lt;\u0026thinsp;.001), with zero negative ranks; a sign test likewise showed that 100% of participants improved (Z\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;9.381, p\u0026thinsp;\u0026lt;\u0026thinsp;.001). The corresponding nonparametric effect size, r = |Z|/\u0026radic;N, was 0.868, evidencing a very large effect. These results align with a growing body of evidence that scenario-based learning (SBL) grounded in authentic cases and reflective feedback enhances complex competencies and professional self-efficacy across educational and health settings (Alirezaei et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Bardach et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Cochrane, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Klassen et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mamakli et al., 2023; Mehall, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Morgan, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Rod\u0026eacute;s-Paragarino et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Rogers \u0026amp; MacCormac, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Rushby et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Systematic reflection and structured feedback, in particular, have been shown to strengthen self-efficacy and practice readiness among preservice teachers and nurses (Alirezaei et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Bardach et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Klassen et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Rogers \u0026amp; MacCormac, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Rushby et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Within moral and integrity education, dilemma- and ethics-based pedagogies\u0026mdash;including problem-based and participatory approaches\u0026mdash;consistently improve moral sensitivity and ethical reasoning (Cordero Ramos et al., 2024; Langlois \u0026amp; Lapointe, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Ribchester \u0026amp; Healey, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Accordingly, the pronounced improvement observed in this study is congruent with prior findings. The magnitude and consistency of the gains suggest that Online SBL is an effective training model for moral leadership aimed at strengthening principals\u0026rsquo; integrity. This is strategically salient given the KPK Integrity Assessment (SPI) evidence of elevated risks of corrupt behavior in educational units (Komisi Pemberantasan Korupsi, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and extensive scholarship linking ethical/moral leadership to clean public governance (Al Halbusi et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Cheteni \u0026amp; Shindika, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Van Eeden Jones \u0026amp; Lasthuizen, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Practically, the module offers a scalable pathway to developing anti-corruption competencies directly relevant to BOS budgeting, procurement processes, and transparency in public service.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive Statistics by Site and Total\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\"\u0026plusmn;\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\"\u0026plusmn;\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePre M\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePost M\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMin\u0026ndash;Max (Pre)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMin\u0026ndash;Max (Post)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKupang\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e127.27\u0026thinsp;\u0026plusmn;\u0026thinsp;13.54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c4\"\u003e \u003cp\u003e173.37\u0026thinsp;\u0026plusmn;\u0026thinsp;14.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e104\u0026ndash;149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e151\u0026ndash;195\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTomohon\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e125.17\u0026thinsp;\u0026plusmn;\u0026thinsp;14.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c4\"\u003e \u003cp\u003e170.33\u0026thinsp;\u0026plusmn;\u0026thinsp;13.91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e102\u0026ndash;149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e151\u0026ndash;195\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAmbon\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e126.30\u0026thinsp;\u0026plusmn;\u0026thinsp;14.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c4\"\u003e \u003cp\u003e176.87\u0026thinsp;\u0026plusmn;\u0026thinsp;12.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e103\u0026ndash;149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e154\u0026ndash;196\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e126.24\u0026thinsp;\u0026plusmn;\u0026thinsp;14.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c4\"\u003e \u003cp\u003e173.52\u0026thinsp;\u0026plusmn;\u0026thinsp;13.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e102\u0026ndash;149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e151\u0026ndash;196\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eWilcoxon Signed-Ranks and Sign Tests\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eContrast\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eZ (Wilcoxon)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ep (2-tailed)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNegative Ranks\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePositive Ranks\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTies\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eZ (Sign)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKupang (Post\u0026ndash;Pre)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;4.783\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;5.295\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTomohon (Post\u0026ndash;Pre)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;4.783\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;5.295\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAmbon (Post\u0026ndash;Pre)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;4.782\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;5.295\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal (Post\u0026ndash;Pre)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;8.239\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;9.381\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eGains and Nonparametric Effect Sizes\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean Gain\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e% Gain\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWilcoxon r (=|Z|/\u0026radic;N)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKupang\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e+\u0026thinsp;46.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e+\u0026thinsp;36.22%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.873\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTomohon\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e+\u0026thinsp;45.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e+\u0026thinsp;36.09%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.873\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAmbon\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e+\u0026thinsp;50.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e+\u0026thinsp;40.04%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.873\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e+\u0026thinsp;47.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e+\u0026thinsp;37.45%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.868\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eSite-Specific Effects and Patterns\u003c/h2\u003e \u003cp\u003eAcross sites, gains were significant and uniform. In Kupang, scores rose from 127.27\u0026thinsp;\u0026plusmn;\u0026thinsp;13.54 (pre) to 173.37\u0026thinsp;\u0026plusmn;\u0026thinsp;14.28 (post), Z\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;4.783, p\u0026thinsp;\u0026lt;\u0026thinsp;.001; in Tomohon, from 125.17\u0026thinsp;\u0026plusmn;\u0026thinsp;14.66 to 170.33\u0026thinsp;\u0026plusmn;\u0026thinsp;13.91, Z\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;4.783, p\u0026thinsp;\u0026lt;\u0026thinsp;.001; and in Ambon, from 126.30\u0026thinsp;\u0026plusmn;\u0026thinsp;14.20 to 176.87\u0026thinsp;\u0026plusmn;\u0026thinsp;12.81, Z\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;4.782, p\u0026thinsp;\u0026lt;\u0026thinsp;.001. No decreases were observed at any site (Sign Test: 0 negative; 100% positive). Mean gains were Kupang\u0026thinsp;+\u0026thinsp;46.10 (+\u0026thinsp;36.22%), Tomohon\u0026thinsp;+\u0026thinsp;45.17 (+\u0026thinsp;36.09%), and Ambon\u0026thinsp;+\u0026thinsp;50.57 (+\u0026thinsp;40.04%). Nonparametric effect sizes were very large at each location (r\u0026thinsp;\u0026asymp;\u0026thinsp;0.873). This cross-site consistency aligns with evidence that standardized scenarios paired with a uniform feedback rubric can dampen facilitator- and context-related variance (Bardach et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Klassen et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mamakli et al., 2023; Mehall, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Morgan, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Rogers \u0026amp; MacCormac, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Rushby et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). The slightly larger improvement in Ambon is plausibly linked to tighter contextual alignment of scenarios (e.g., BOS budgeting, procurement, conflicts of interest) with participants\u0026rsquo; daily experiences or to small differences in facilitation fidelity\u0026mdash;patterns frequently reported in field-based SBL research (Alirezaei et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Bardach et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Klassen et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mamakli et al., 2023). Replicating effects in three cities strengthens both the generalizability and the scalability of the program. For national training policy, the findings indicate that the module can perform effectively across heterogeneous ecosystems, provided that LMS access and facilitator support are sufficient to maintain delivery fidelity (Mehall, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Morgan, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In sum, the intervention is resilient to local variation yet responsive to contextual relevance, offering a pragmatic profile for equitable, phased national rollout so long as LMS access and basic fidelity supports are maintained.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eRobustness and Distributional Considerations\u003c/h2\u003e \u003cp\u003eThe convergence of the Wilcoxon signed-rank and Sign tests (both p\u0026thinsp;\u0026lt;\u0026thinsp;.001), coupled with zero score decreases, indicates that the results are highly robust rather than artifacts of a particular analytic choice. Distributional diagnostics further support this interpretation: kurtosis values were platykurtic (\u0026thinsp;\u0026asymp;\u0026thinsp;\u0026minus;\u0026thinsp;1.45 to \u0026minus;\u0026thinsp;0.93) and skewness hovered near zero, suggesting no problematic tail behavior or extreme outliers that might bias the pre\u0026ndash;post contrast. Methodologically, in pre\u0026ndash;post designs where normality cannot be guaranteed, pairing rank-based inference with nonparametric effect size estimates is widely recommended; the present approach is consistent with that guidance. Substantively, the robustness of gains mirrors reports from SBL studies showing reliable improvements in online environments when reflective practice and spaced/distributed exercises are embedded in the design (Alirezaei et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Bardach et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Klassen et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mehall, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Practically, the observation that some posttest scores approached the scale\u0026rsquo;s upper bound (up to 196) points to the need for more challenging or adaptive scenario branches to preserve headroom for high-performing cohorts and to mitigate potential ceiling effects\u0026mdash;an established direction in advanced SBL refinement (Bardach et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Klassen et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mamakli et al., 2023). Collectively, these diagnostics support the conclusion that gains are genuine and resilient to analytic and distributional assumptions, while also motivating the incorporation of adaptive, higher-difficulty branches and distribution-aware reporting to preserve headroom for high performers at scale.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eThematic Subsections by the Seven Competency Domains\u003c/h2\u003e \u003cp\u003eBeing a Role Model of Integrity. Scenarios centered on anti-gratification, conflicts of interest, and exemplary conduct appear to have translated core values into consistent action tendencies. This pattern accords with evidence that authentic ethical dilemmas paired with guided reflection heighten moral awareness and readiness for ethical action (Cordero Ramos et al., 2024; Langlois \u0026amp; Lapointe, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Ribchester \u0026amp; Healey, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), while value- and principle-based leadership strengthens role-model behavior in practice (Alok, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Hendrikz \u0026amp; Engelbrecht, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The domain is pivotal given SPI findings that corrupt practices often begin with seemingly minor moral justifications in daily routines (Frolova, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Juli\u0026aacute;n \u0026amp; Bonavia, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Komisi Pemberantasan Korupsi, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Accordingly, fortifying this domain provides a first line of defense against integrity slippage in school leadership.\u003c/p\u003e \u003cp\u003eTransparency \u0026amp; Accountability in Financial Management. Case work on BOS budgeting (offer comparisons, documentation, audit trail) likely deepened procedural accountability literacy. This aligns with research showing that ethical leadership, coupled with living control systems, underpins public-sector governance improvements in developing contexts (Cheteni \u0026amp; Shindika, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Van Eeden Jones \u0026amp; Lasthuizen, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Importantly, these competencies target SPI-highlighted risk zones such as cost inflation and nepotism (Komisi Pemberantasan Korupsi, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Strengthening this domain therefore offers immediate, high-leverage mitigation against financial integrity risks in schools.\u003c/p\u003e \u003cp\u003eGood School Governance. Scenarios emphasizing due process, non-favoritism, and regulatory compliance likely reinforced fair-climate norms. Prior work indicates that ethical leadership cultivates just climates that suppress dysfunctional behaviors and moral disengagement (Al Halbusi et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Cheteni \u0026amp; Shindika, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Tang et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Van Eeden Jones \u0026amp; Lasthuizen, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Robust governance thus functions as an organizational guardrail against rationalizations for misconduct (Tang et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Consequently, formalizing these routines as enforceable SOPs with transparent oversight turns ethical conduct into the default and narrows the opportunity space for rationalized rule-bending.\u003c/p\u003e \u003cp\u003eEducation \u0026amp; Internalization of Anti-Corruption Values. Reflective prompts and worked exemplars appear to support value internalization and moral conation (the will to act). Sustained, participatory ethics programs are associated with improved dilemma-resolution competence and durable ethical reasoning (Cordero Ramos et al., 2024; Langlois \u0026amp; Lapointe, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Ribchester \u0026amp; Healey, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). This domain helps shift training from mere knowledge transmission toward disposition transformation.\u003c/p\u003e \u003cp\u003eClean \u0026amp; Efficient Public Service. Attention to service transparency and procedural justice likely sharpened a clean-service orientation. Moral leadership has documented effects on psychosocial safety and pro-organizational behavior (Dollard \u0026amp; Jain, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Kartini et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Nunn \u0026amp; Avella, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), and, in school settings, strengthens public credibility and community trust (Asiyai, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Enhancements here directly support citizen-facing legitimacy.\u003c/p\u003e \u003cp\u003eStrengthening Supervision \u0026amp; Reporting System. Normalizing reporting channels and whistleblowing within scenarios appears to have reduced psychosocial barriers to speaking up. Ethical culture and organizational justice are repeatedly linked to increased reporting of wrongdoing and use of integrity systems (Al Halbusi et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Van Eeden Jones \u0026amp; Lasthuizen, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). This activates the \u0026ldquo;last mile\u0026rdquo; of integrity: systems not only exist on paper but are actually used.\u003c/p\u003e \u003cp\u003eContinuous Reflection \u0026amp; Evaluation. Weekly micro-scenarios with structured feedback instantiate deliberate practice consistent with effective instructional design (distributed duration, authentic problems) (Alirezaei et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Bardach et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Branch, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Ding \u0026amp; Toran, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Klassen et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Rogers \u0026amp; MacCormac, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Rushby et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Longitudinal SBL research similarly reports sustained effects on teaching self-efficacy (Rushby et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). This domain underwrites the maintenance of competencies and mid-term readiness for ethical decision-making.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eImplications for Education\u003c/h2\u003e \u003cp\u003eLarge and uniform competency gains across Kupang, Tomohon, and Ambon (r\u0026thinsp;\u0026asymp;\u0026thinsp;.87; 100% improved) point to a clear, system-ready pathway: Online Scenario-Based Learning (O-SBL) that blends authentic cases, structured reflection, and a common feedback rubric is a robust, scalable method for strengthening principals\u0026rsquo; moral leadership and integrity in diverse schooling ecosystems (Alirezaei et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Bardach et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Klassen et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mehall, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Morgan, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Rogers \u0026amp; MacCormac, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Rushby et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Because its short, high-frequency cycles mirror real governance pressures\u0026mdash;public fund management, procurement trade-offs, conflicts of interest\u0026mdash;O-SBL translates directly into practice. First, systems should mainstream O-SBL into principal certification and continuing professional development, awarding mandatory credit for integrity modules and requiring demonstrated mastery on action-based assessments before career progression (Komisi Pemberantasan Korupsi, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Van Eeden Jones \u0026amp; Lasthuizen, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Cheteni \u0026amp; Shindika, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Second, cross-site consistency justifies a national, standardized scenario bank (e.g., BOS budgeting, vendor selection, disclosures, audit trail, stakeholder transparency) with a shared rubric to equalize feedback quality while allowing local wrapping of names, rules, and customs (Bardach et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Klassen et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mamakli et al., 2023; Mehall, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Morgan, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Third, the mechanism of change hinges on systematic reflection and formative feed-forward: require written rationales tied to rubric indicators, comparative exemplars, and explicit action plans so learning transfers beyond the platform (Langlois \u0026amp; Lapointe, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Rogers \u0026amp; MacCormac, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Rushby et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Fourth, high posttest levels warrant adaptive branching to prevent ceiling effects; escalate complexity with multi-actor dilemmas, overlapping regulations, political pressure, and ambiguous documentation to differentiate learning for advanced participants (Bardach et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Klassen et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mamakli et al., 2023). Fifth, pair O-SBL with concrete governance practices\u0026mdash;due process, non-favoritism, compliance routines, rotation of committees, transparent minutes\u0026mdash;to shape a fair-climate that suppresses moral disengagement (Al Halbusi et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Tang et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Van Eeden Jones \u0026amp; Lasthuizen, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Sixth, keep a sharp focus on financial transparency in BOS and procurement; make SOPs, quotation comparators, and audit-trail templates direct training outputs so artifacts are ready for immediate use (Komisi Pemberantasan Korupsi, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Cheteni \u0026amp; Shindika, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Seventh, build a speak-up culture by normalizing reporting scenarios and instituting a psychosocial safety climate\u0026mdash;anonymous channels, non-punitive follow-ups, leader messaging that frames reporting as service (Dollard \u0026amp; Jain, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Eighth, scale with equity: ensure LMS access (including offline-first and mobile), train master facilitators, monitor fidelity via dashboards, and run regular calibration and 90-day improvement cycles (Branch, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Mehall, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Morgan, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ding \u0026amp; Toran, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Ninth, align assessment with action: prioritize SJTs and branching tasks, report nonparametric effect sizes, and add 3\u0026ndash;6-month retention checks; triangulate with objective indicators like audit findings and procurement compliance (Branch, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Rushby et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Tenth, make public value visible by publishing service standards, complaint resolution rates, and disclosure logs to strengthen legitimacy (Asiyai, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Eleventh, embed cultural and local values to deepen internalization (Arjanto et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ribchester \u0026amp; Healey, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Twelfth, extend beyond principals to vice principals, treasurers, procurement committees, supervisors, and teachers to harmonize standards and accelerate culture change (Cochrane, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Rod\u0026eacute;s-Paragarino et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Finally, pursue policy-oriented research (e.g., cluster-randomized or stepped-wedge designs) and strong data privacy safeguards to reinforce causal inference and ethical use of analytics. In short, align what leaders practice in scenarios with what systems measure, support, and reward; that coherence turns integrity from aspiration into the school\u0026rsquo;s operating system.\u003c/p\u003e \u003c/div\u003e"},{"header":"CONCLUTION","content":"\u003cp\u003eThis study aimed to design and evaluate an online, scenario-based moral-leadership model for Indonesian school principals that encodes high-frequency governance dilemmas\u0026mdash;especially BOS budgeting/procurement, conflict-of-interest management, documentation, and transparency\u0026mdash;and to assess changes in ethical decision quality, moral disengagement, and integrity-aligned intentions. Key highlights include large and uniform competency gains across three city sites (Kupang, Tomohon, Ambon), with 100% of participants improving and a very large nonparametric effect (r\u0026thinsp;\u0026asymp;\u0026thinsp;.87), alongside substantial mean increases (\u0026thinsp;\u0026asymp;\u0026thinsp;+\u0026thinsp;47 points; \u0026asymp; +37%) from pre- to post-test; convergent Wilcoxon and Sign tests (both p\u0026thinsp;\u0026lt;\u0026thinsp;.001) and near-symmetric distributions support the robustness of these results and their generalizability across heterogeneous ecosystems. The study contributes to theory by offering multi-site, quantitative evidence that digitally delivered, context-specific Scenario-Based Learning operationalizes moral-cognition frameworks (e.g., sequencing sensitivity-judgment-motivation-action) while countering moral disengagement through auditable reflection and exemplar-anchored feedback; to practice by specifying a scalable O-SBL blueprint\u0026mdash;standardized scenario bank and rubric, reflective feed-forward, adaptive branching to avoid ceiling effects, action-based assessment (SJT/branching), and ready-to-use governance artifacts (SOPs, vendor matrices, audit-trail templates); and to policy by indicating readiness for integration into principal certification and continuing professional development (PKB), recommending fidelity infrastructure (LMS access, master-trainer cascade, dashboards), and encouraging outward-facing integrity KPIs and safe speak-up channels. Collectively, these findings position O-SBL as a feasible, equity-oriented pathway to embed integrity as the operating norm of Indonesian schools while motivating future causal trials and retention follow-ups for sustained impact.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe gratefully acknowledge the Direktorat Penelitian dan Pengabdian kepada Masyarakat, Direktorat Jenderal Riset dan Pengembangan, Kementerian Pendidikan Tinggi, Sains, dan Teknologi Republik Indonesia, for providing financial and administrative support under Contract No. 229/UN13.3/PT/2025.\u003cbr\u003e\u0026nbsp;We also thank the participating principals and the local education offices of Kupang, Tomohon, and Ambon for their cooperation and support during the implementation of this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis work was supported by the Direktorat Penelitian dan Pengabdian kepada Masyarakat, Direktorat Jenderal Riset dan Pengembangan, Kementerian Pendidikan Tinggi, Sains, dan Teknologi Republik Indonesia (Contract No. 229/UN13.3/PT/2025).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Registration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was reviewed and approved by the \u003cstrong\u003eResearch Ethics Committee of Universitas Pattimura (Komite Etik Penelitian Universitas Pattimura)\u003c/strong\u003e. All procedures involving human participants were conducted in accordance with institutional guidelines, national research ethics standards, and the principles of the \u003cstrong\u003eDeclaration of Helsinki\u003c/strong\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll school principals participating in this study provided \u003cstrong\u003edigital informed consent\u003c/strong\u003e prior to data collection. They were informed of the study\u0026rsquo;s purpose, procedures, potential risks, voluntary participation, and their right to withdraw at any time without penalty.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to publish\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors consent to the publication of this manuscript. No identifiable personal information of participants is included; therefore, additional participant consent for publication was not required.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study (de-identified response data, scoring keys, and analysis codebooks) are\u0026nbsp;\u003cstrong\u003enot publicly available\u003c/strong\u003e due to institutional data-protection policies and the potential risk of re-identification of participants and schools.\u003cbr\u003e\u0026nbsp;De-identified data may be made available from the corresponding author upon reasonable request and subject to institutional approval.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConceptualization: P.A., Z.A.D., A.M.\u003cbr\u003e\u0026nbsp;Methodology and study design: P.A., Z.A.D., A.M., P.D.S.\u003cbr\u003e\u0026nbsp;Intervention development and materials: P.A., Z.A.D., A.M., V.K.M., A.C.L.\u003cbr\u003e\u0026nbsp;Data collection and site coordination: Z.A.D., A.M., P.D.S., V.K.M., A.C.L., M.Y.L.Y., C.M.\u003cbr\u003e\u0026nbsp;Formal analysis and interpretation: P.A., P.D.S.\u003cbr\u003e\u0026nbsp;Data curation: P.A., A.C.L.\u003cbr\u003e\u0026nbsp;Writing \u0026ndash; original draft: P.A.\u003cbr\u003e\u0026nbsp;Writing \u0026ndash; review and editing: P.A., Z.A.D., A.M., P.D.S., V.K.M., A.C.L., M.Y.L.Y., C.M.\u003cbr\u003e\u0026nbsp;Visualization: P.A., A.C.L.\u003cbr\u003e\u0026nbsp;Project administration: P.A., Z.A.D., A.M.\u003cbr\u003e\u0026nbsp;Funding acquisition: P.A.\u003c/p\u003e\n\u003cp\u003eAll authors have reviewed and approved the final manuscript and agree to be accountable for all aspects of the work.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAhmed A, Ibrahim R. 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Educ Inform Technol. 2023;28(4):4017\u0026ndash;40. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s10639-022-11015-6\u003c/span\u003e\u003cspan address=\"10.1007/s10639-022-11015-6\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Anti-corruption, Educational leadership, Ethics training, Scenario-based learning, School governance","lastPublishedDoi":"10.21203/rs.3.rs-8063067/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8063067/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIntegrity risks in Indonesian schools remain high in BOS budgeting, procurement, and transparency, eroding public trust and complicating principals\u0026rsquo; decisions. This study designs and evaluates an online scenario-based learning (O-SBL) moral-leadership model focused on school-governance dilemmas involving BOS procedures, vendor relations, conflicts of interest, documentation, and stakeholder disclosure. Using a multi-site quasi-experimental pretest\u0026ndash;posttest design, 90 principals completed two core modules followed by four weeks of micro-scenarios. Competence was assessed with a 40-item situational judgment test covering seven integrity and governance domains. Results showed large gains: mean scores increased from 126.24 (SD\u0026thinsp;=\u0026thinsp;14.01) to 173.52 (SD\u0026thinsp;=\u0026thinsp;13.79), a 47.28-point (37.45%) improvement; Wilcoxon Z\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;8.239, p\u0026thinsp;\u0026lt;\u0026thinsp;.001; 100% of participants improved; effect size r\u0026thinsp;=\u0026thinsp;.87. We conclude that O-SBL, combining authentic cases, structured reflection, and a common feedback rubric, substantially strengthens principals\u0026rsquo; moral-leadership competencies across diverse contexts. The model is ready for integration into principal certification and continuing professional development, particularly to enhance BOS transparency, procurement fairness, and stakeholder accountability.\u003c/p\u003e","manuscriptTitle":"Strengthening Moral Leadership through Online Scenario Based Training for Indonesian School Principals","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-17 07:06:20","doi":"10.21203/rs.3.rs-8063067/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"6a9794c4-9e36-4ca1-aebc-eaee620e7fe4","owner":[],"postedDate":"December 17th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-01-21T11:52:10+00:00","versionOfRecord":[],"versionCreatedAt":"2025-12-17 07:06:20","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8063067","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8063067","identity":"rs-8063067","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}