Hela Keta and Educational Leadership in East Nusa Tenggara: A Cultural Analysis of Culturally-Rooted Leadership Practices

Abstract

This study examines the integration of Hela Keta, a traditional Timorese social system, into educational leadership practices in East Nusa Tenggara (NTT), Indonesia. The study addresses the persistent dominance of bureaucratic and top-down leadership models in schools, which often limit community participation and weaken the alignment between educational institutions and local socio-cultural contexts. Preliminary observations in several schools in Kupang and Southcentral Timor indicate that decision-making processes are still largely centralized, with minimal involvement from teachers, parents, and community leaders. This research employs a qualitative interpretive approach using purposive sampling. The study involved 12 participants, consisting of school principals, teachers, and community leaders who are familiar with local cultural practices. Data were collected through participatory observation, informal semi-structured interviews, and document analysis. The data were analyzed using thematic analysis to identify key cultural values and their relevance to educational leadership. The findings reveal that Hela Keta embodies core values such as reciprocity, collective responsibility, participatory deliberation, and social cohesion. These values provide a culturally grounded framework for developing inclusive and collaborative leadership practices in schools. This study contributes to the development of culturally responsive educational leadership by proposing a conceptual model of Hela Keta-based leadership, which integrates local cultural values into school governance and community engagement.