Principal Leadership in Fostering Teacher and Student Discipline

Kepemimpinan Kepala Sekolah dalam Membentuk Kedisiplinan Guru Dan Siswa

Abstract

This study aims to examine the principal’s leadership strategy in cultivating a culture of discipline among teachers and students at SDN 2 Patemon. Utilizing a descriptive qualitative approach, data were collected through participatory observation, in-depth interviews, and documentation, with source triangulation employed to establish data trustworthiness. The findings demonstrate that discipline formation proceeds systematically across three core stages: deliberative planning, implementation emphasizing habituation, exemplary role modeling, coaching, motivation, and a structured reward-and-consequence system, as well as regular evaluation through classroom visits and evaluative meetings. Despite facing operational hurdles such as limited monitoring facilities, administrative burdens, adverse weather conditions, and individual character variations, consistent leadership successfully sustains school discipline standards. The main contribution of this research underlines that cultivating school discipline in primary education relies not merely on rigid punitive measures, but on a participatory leadership model that effectively internalizes rules through authentic role modeling and continuous habituation. The practical implications offer strategic guidance for educational leaders and policymakers, highlighting that effective and adaptive school discipline can be successfully achieved through a collaborative and humanistic leadership approach.