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This study aims to describe the role of Catholic religion teachers in instilling a multicultural spirit through Catholic Religious Education at SMP Katolik 2 W.R. Soepratman Barong Tongkok. The research was motivated by the urgent need to promote multicultural awareness in Catholic schools, especially in response to persistent issues of discrimination and exclusion among students. These challenges highlight the importance of Catholic religion teachers as character builders who foster inclusive and peaceful coexistence within a diverse school community. The research employed a descriptive qualitative approach using method triangulation. Data were collected through in-depth interviews with teachers and the principal, classroom observations, document analysis, and online questionnaires to students as supplementary data. Data analysis followed the Miles and Huberman model, involving data reduction, display, and conclusion drawing. The findings reveal that Catholic religion teachers go beyond teaching doctrinal content; they also act as educators, facilitators, mentors, and promoters of multicultural values. These roles are manifested in learning strategies such as Biblical reflections, group discussions, drama projects, and anti-discrimination classroom agreements. This study emphasizes that Catholic Religious Education plays a vital role in shaping students’ awareness and attitudes toward multiculturalism. Catholic religion teachers hold a strategic position in guiding students to become inclusive, open-minded individuals who are capable of living harmoniously in a pluralistic society.  

Abstract This study investigates Catholic school principals' decision-making processes and leadership styles in the United States. Using a mixed-methods approach, the research surveyed 150 principals and conducted in-depth interviews with twenty participants. Key findings reveal that 68% of principals favor a collaborative leadership style, though external factors like diocesan policies and financial constraints significantly impact their autonomy. More experienced principals (10+ years) showed a higher tendency for unilateral decisions in crises. The study recommends that Catholic school leadership training programs integrate organized frameworks that balance collaborative methods with proactive action. These findings can guide diocesan leadership development programs, ensuring principals have specialized training in participatory decision-making and hierarchical leadership frameworks. It also highlights the importance of supportive diocesan structures to facilitate effective decision-making. This research contributes to understanding educational leadership in faith-based institutions and offers practical insights for improving Catholic school administration. Keywords: Catholic schools, principals, leadership, Vroom-Jago model, decision-making model

Catholic liturgy is an important element in the formation of students' faith in Catholic schools. This article discusses how liturgical traditions can be effectively integrated into the educational curriculum. By combining educational theory and theology, this study shows that liturgical practices such as mass, prayer, and meditation not only deepen students' faith but also enhance their sense of community and social responsibility. This article presents concrete examples of the integration of liturgy into spiritual learning and reflection in the classroom.

This article discusses holistic education in Catholic schools as a means of forming Christian character. Holistic education integrates spiritual, moral, intellectual, and social dimensions to build a whole person according to the values ​​of the Gospel. Case studies in several Catholic schools show that holistic education encourages students to actively participate in church and community life. This article also discusses challenges in its implementation, such as differences in student backgrounds, and strategies to overcome them.