The ministerial reform on character education in Indonesian schools and its effect on school practices remain a challenge as the roles of school leadership have been significantly unaddressed. This study aimed to examine the effect of school managerial practices on teachers' beliefs and perceptions in character education. This cross-sectional survey collected data from 574 teachers from the randomly selected 105 primary, junior and senior secondary schools in five districts throughout Indonesia. Using very simple models of education production function, this research found that the quality of school managerial practices had impacts on teachers'favorable beliefs and initiatives to create and manage students' activities in schools and boost students' values. Driven by the parental pressure to school, the principals were to build and manage local development measures as stipulated in the ministerial policy. Among those was the continuous professional development that enabled the teachers to learn, to discuss, and to share their best practices with others in a continuous manner.

Komunitas Guru Belajar (KGB) is an example of a Professional Learning Community that has shown very rapid growth since its establishment in 2015. This rapid expansion is inseparable from the role of the Guru Penggerak (the organizer teacher) who are responsible for organizing and driving KGB in each region. This research aims to explore the role of the Guru Penggerak in organizing activities in KGB Bandung. Using qualitative approach, data were collected by various techniques, such as: participant observation, documents study, and interview. The research result showed that the Guru Penggerak collaborate to manage the KGB together and sharing responsibilities. The collective learning process is built formally through Temu Pendidik (Educators' Gathering), both online and offline. Informally, the collective learning process takes place through free discussion in online channel. The learning atmosphere in KGB Bandung has been well developed. The values and principles underlying the KGB, that are: lifelong learning, empowerment, respecting differences, collaboration, and practicing best standards, have become the main attraction for many educators to be actively involved in the KGB. The members are the early adopters, while Guru Penggerak are the innovators who clear the way for teacher capacity building processes.