STRATEGI KEPALA SEKOLAH DALAM MENINGKATKAN KEDISIPLINAN GURU STUDI KASUS DI SDN SERDANG WETAN

Abstract

Teacher discipline serves as a crucial foundation for achieving quality educational processes; however, conditions at SDN Serdang Wetan reveal persistent issues such as tardiness, low compliance with school regulations, and minimal teacher participation in competency development activities. This study aims to identify and comprehensively analyze the principal's strategies in enhancing teacher discipline along with their resulting impact. A qualitative approach with a case study method was employed, involving one principal and three teachers as research subjects, with data collected through observation, in-depth interviews, and documentation, subsequently analyzed using the interactive model developed by Miles and Huberman. Findings indicate that the principal implemented five primary strategies, namely supervision, periodic evaluation, persuasive communication, role modeling, and reward and punishment, integrated through the fulfillment of eight leadership tasks and functions. The application of these strategies gradually improved teachers' disciplinary behavior, evidenced by enhanced punctuality, greater responsibility toward additional duties, and increased openness to evaluation, influenced by both internal and external factors. The study concludes that consistent principal leadership is essential in fostering a culture of discipline, recommending that schools maintain regular coaching while future researchers expand the scope of variables and research settings.