The Role of Principal Leadership in Improving Teacher Discipline at Public Elementary School 4 Tungoi 1
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Abstract
This study analyzes the role of principal leadership on teacher discipline in Public Elementary Schools. This study uses a qualitative method with a descriptive approach to describe and analyze the dynamics of interaction between principal leadership and teacher discipline levels in the environment. The results of the study indicate that the principal's leadership style has a significant effect on teacher motivation, commitment, and discipline levels. Inclusive, supportive, and coaching-oriented leadership contributes positively to the creation of a conducive school environment. Conversely, ineffective principal leadership can result in low teacher morale and uncertainty in the application of disciplinary actions. Clear and open communication from the principal has also been shown to be a key factor in establishing a shared understanding of rules and disciplinary actions. Principals who are able to provide clear direction and support effective communication can create an environment where discipline is consistently upheld and applied fairly. This study emphasizes the importance of the principal's role in providing guidance and support to teachers who have difficulty in maintaining discipline levels. A proactive coaching and learning approach from leadership can help teachers overcome challenges and improve discipline skills. The findings of this study contribute to our understanding of how principal leadership can shape teacher discipline culture. The implications of these findings suggest the need for quality leadership development, the formulation of clear discipline policies, and coaching programs that support teachers in maintaining the desired level of discipline. This study also provides a basis for the development of more effective leadership management strategies in improving discipline and the quality of education at the elementary level.
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