Principal’s Leadership Challenges in Enhancing Teacher Discipline at Madrasah Ibtidaiyah NW Wakan
DOI:
https://doi.org/10.59653/ijmars.v4i01.2277Keywords:
principal leadership, fruit waste, teacher discipline, MI NW WakanAbstract
Teacher discipline is a crucial factor in enhancing educational quality, and the school principal plays a strategic role in fostering and supervising such discipline. This study aims to analyze the leadership challenges faced by the school principal in improving teacher discipline at Madrasah Ibtidaiyah NW Wakan, East Lombok, as well as the strategies implemented and their subsequent impacts. This research employs a descriptive qualitative approach, with data collection techniques including interviews, observations, and documentation studies involving the principal, teachers, school committee, and students. Data analysis was conducted using the Miles and Huberman model, utilizing triangulation techniques to ensure data validity. The results indicate that the primary challenges include the absence of written regulations, inconsistent teacher motivation, the principal's high administrative burden, and limited supporting facilities. To address these, the principal implemented strategies such as role modeling (exemplarity), persuasive communication, and personal coaching, which have yielded a gradual positive impact on teacher discipline and instructional order. However, teacher discipline has not yet been established sustainably. Therefore, strengthening regulations, structured supervision, and an effective monitoring system are essential to improve the overall quality of education. The findings of this study can contribute to the development of educational management studies, particularly in the aspect of school principals’ leadership in managing and fostering teacher discipline. Furthermore, the results of this study have the potential to broaden understanding of the relevance of contextual and transformational leadership models in the practice of educational management in Indonesia, which is characterized by diverse school organizational cultures.
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