Pengaruh Model Kepemimpinan Distributif Kepala Sekolah terhadap Kedisiplinan Guru di UPTD SD Negeri Maulafa
DOI:
https://doi.org/10.23969/jp.v11i03.61931Keywords:
distributed leadership, principal leadership, teacher discipline, primary schoolAbstract
Teacher discipline plays a pivotal role in improving educational quality, yet its development is strongly influenced by the leadership practices adopted by school principals. Distributed leadership has been recognized as an effective approach because it promotes collaboration, shared responsibility, and teacher participation in school management. This study aimed to examine the effect of principals' distributed leadership on teacher discipline at UPTD SD Negeri Maulafa. A quantitative approach with an ex post facto design was employed involving 37 teachers selected through saturated sampling. Data were collected using validated and reliable questionnaires and analyzed using descriptive statistics and simple linear regression after fulfilling the assumptions of normality and linearity. The findings revealed that distributed leadership had a positive and statistically significant effect on teacher discipline. The regression equation obtained was LnY = 1.111 + 0.732LnX, indicating that every one-unit increase in distributed leadership was followed by an increase of 0.732 units in teacher discipline. The regression analysis also showed a correlation coefficient of 0.850 and a coefficient of determination (R²) of 0.722, indicating that distributed leadership explained 72.2% of the variance in teacher discipline, while the remaining 27.8% was influenced by other factors. The hypothesis test further confirmed a significant positive effect (t = 9.535, p < .001). These findings suggest that strengthening distributed leadership practices can effectively enhance teacher discipline and support the improvement of school management and educational quality.
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