International Journal of Engineering Business
and Social Science
Vol. 1 No. 06, July-Augusts 2023, pages: 600-615
e-ISSN: 2980-4108, p-ISSN: 2980-4272
https://ijebss.ph/index.php/ijebss
600
Principal Leadership in Improving Teacher Discipline at Sigli 3
Public Elementary School and Block Sawah Public Elementary
School, Pidie Regency
Erni Adha
1
, Murniati
2
, Nasir Usman
3
1,2,3
Universitas Syiah Kuala, Indonesia
Email: erniad[email protected]om
Keywords
Abstract
Principal Leadership and
Teacher Discipline.
Principal leadership is a pattern of consistent behavior shown by leaders when leaders
try to influence the activities of others. Good school principal leadership must be able to
strive for increased discipline for teachers and the school environment. The purpose of
this study was to find out how the principal's leadership in improving teacher discipline
at SD Negeri 3 Sigli and SD Negeri Blok Sawah, Pidie Regency. This study used a
qualitative approach with a descriptive research type. Data collection techniques using
observation, interviews, and documentation. The data analysis technique used is
descriptive qualitative analysis with data reduction techniques, data presentation, and
drawing conclusions. Based on the research findings, it was found that: (1) Programs
that are planned and carried out to improve teacher discipline include: setting rules,
teaching discipline, learning planning discipline, learning implementation discipline,
learning evaluation discipline; (2) The principal's strategy in improving teacher
discipline is by: providing motivation, setting a positive example, admonishing
(punishment) and give gifts (reward) for disciplined teachers, make direct observations
during learning and extracurricular activities, then evaluate teachers by providing
criticism and suggestions at teacher coordination meeting forums and conducting
performance appraisals; and (3) Obstacles to school principals in improving teacher
discipline, namely: lack of motivation in increasing discipline, distance and travel time
to school, lack of family support, and the presence of some people who are less sensitive
to reprimands and input.
© 2023 by the authors. Submitted
for possible open-access publication
under the terms and conditions of the Creative Commons Attribution (CC BY SA)
license (https://creativecommons.org/licenses/by-sa/4.0/).
1. Introduction
Education is an inseparable part of human life, because education is an effort to strengthen human qualities
that last a lifetime, guided by education, humans will be able to progress and develop to achieve perfection. Education
can also be said to be of quality or quality if it meets the standards. That is, the product must be appropriate for the
purpose. Basically, the quality of education can be seen as a state, condition, appearance, or performance shown by
each component supporting education in achieving the goals that have been set. The education unit referred to includes
preschool education, basic education, secondary education, and higher education.
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In accordance with the mandate of Law Number 20 of 2003 (Juniarti et al, 2020:194) "Indonesian National
Education based on Pancasila aims to develop the potential of students to become human beings who believe and fear
God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become a
democratic and responsible citizen.” To achieve the educational goals as described above, good cooperation and mutual
synergy between the three educational environments are needed, namely: the family environment, the school
environment, and the community environment. Family environment is an environment where a person gets his first
education which greatly influences his behavior and plays a role in determining his life goals.
School is an institution designed for teaching students or pupils under the supervision of educators or teachers.
Most countries have a formal education system which is generally mandatory in an effort to create students who
progress after experiencing the process through learning. By country, the names for these schools vary, but generally
include primary schools for young children and secondary schools for youth who have completed primary education.
Schools as public institutions engaged in education must always pay attention to the discipline of their teachers during
the learning process. For this reason, high awareness is needed from teachers so that they can carry out their obligations
properly. Where the teacher is a professional educator with the main task of educating, teaching, guiding, directing,
training, assessing and evaluating students in early childhood education through formal basic education and secondary
education.
Qualified and quality human resources are very important in the world of education. Teachers have a dominant
role in the world of education. Therefore, qualified and qualified teachers are needed in carrying out their duties as
educators. Getting qualified and quality teachers requires hard work and strong will. One of them is a form of discipline
as a role model and role model both in the school environment and in society. Teacher discipline can be formed and
developed, one of which is due to the role of the principal as the teacher's supervisor. The problem of teacher discipline
becomes very influential for the implementation of the educational process. In an orderly school will always create a
good learning process, and conversely, in a disorderly school the conditions will be much different from a disciplined
school. Violations that have occurred are considered normal and to correct such a situation is not easy. This required
the principal's hard work in disciplining the teachers.
One way to measure the principal's ability to lead his school is to discipline teachers. In fact, the success or
failure of a school in terms of discipline really depends on the principal as the responsible person in the educational
institution. Therefore, discipline can be used as a barometer and the principal has a big hand in running and
implementing it as well as possible. The role of discipline in schools is intended so that all teachers are willing to fulfill
and comply with all applicable rules and regulations without any coercion. Mahara (2017: 2) says that: "As a leader,
the principal is a subject who must transform his abilities through guidance, guidance, empowerment, or advice from
the entire school community to achieve institutional goals effectively and efficiently." School leadership is an
educational component that has the most role in improving the quality of education.
When examined from the development of theory, there are many theories of leadership that can be studied to
examine leadership issues. The theory of leadership that was first developed was the trait theory. Basically, trait theory
views leadership effectiveness as starting from the nature or character possessed by a person. The success of leadership
is largely determined by certain personality traits, such as self-esteem, initiative, intelligence, fluency in language,
creativity, including one's physical characteristics. Leaders are said to be effective when they have good personality
traits. Furthermore Nawawi and Hadari (Amdayanti, 2021: 2862) explained that: "The personality of a leader is more
permanent so it takes time to change or develop". Then explained by Yusuf and Nurihsan (Mahara, 2017: 2) that:
"There are several normal personality characteristics for a leader, including: being able to assess oneself realistically,
accepting responsibility, being independent, being able to control emotions, being goal-oriented, and being able to
socialize well.”
Meanwhile, examples of personalities with negative values include: irritability, showing worry and anxiety,
often feeling depressed, being cruel, and happy to criticize. Therefore, a leader always tries to reduce the personality
that is "less" so that it is not detrimental to realizing his leadership. Hariri (Amdayanti, 2021: 2862) explained that:
There are three types of leadership that are often applied in education, namely: (1) the authoritarian type is the type of
a leader who acts as a dictator towards group members; (2) type let fair namely the type of leader who does not give
his leadership, but lets his subordinates do as they wish; and (3) the type of democracy is a type of leadership that is
not a dictator, but a leader who is always in the midst of its members.
From the initial identification, Block Sawah Public Elementary School is located on Jalan Kenanga, Blok
Sawah, Sigli City District, Pidie Regency with the principal named Dessy Rosmelia, S. Pd. Where in this school the
number of teachers is 9 people and the number of students is 69 people. From the results of observations at SD Negeri
Blok Sawah, it was found that the leadership style of the head of SD Negeri Blok Sawah, Pidie Regency, had not seen
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any change in improving teacher discipline as expected. Teachers still come as they please. Someone arrived late.
There are those who arrive at school, a few minutes later permission to leave. Rarely does the principal carry out his
role as an educational leader, so it can be ascertained that supervision of teachers does not receive special attention
from the principal in question. The results of interviews with school principals stated that teacher discipline at Block
Sawah Public Elementary School, Pidie Regency needed to be improved. This is in line with Asniwati's opinion (2019:
1114) which explains that: "In relation to the work of a teacher, discipline is an attitude and behavior that shows
obedience to the rules set at school".
Unlike the case with SD Negeri 3 Sigli, which has a very good level of discipline. SD Negeri 3 Sigli is led by
Mr. Muhammad Yusuf, S. Pd. With a total of 29 teachers and educational staff and 481 students. From the observations
it was found that none of the teachers were late for school. Before the teacher arrived, the principal was already waiting
for the teacher and students at the gate. In this school found a conducive climate and school culture. No wonder the
students reached 481 people with the regulations that were made and implemented. Based on this, the researcher is
interested in conducting research with the title"Leadership of the Principal in Improving Teacher Discipline at SD
Negeri 3 Sigli and SD Negeri Block Sawah, Pidie Regency''. Based on the background described above, the formulation
of the problem that can be identified in this study is: "How is the leadership of the school principal in improving teacher
discipline at SD Negeri 3 Sigli and SD Negeri Blok Sawah, Pidie Regency?"
2. Materials and Methods
In this study the authors used a descriptive method, namely a method that describes existing phenomena, both
natural and human engineering. The descriptive method is used to solve and answer questions about the problems
being faced in the current situation. This research was conducted to take the steps of collecting data, applying and
analyzing data as well as making reports and conclusions with the main objective of being able to make an objective
picture of a situation. Qualitative descriptive research aims to describe, describe, explain, explain, and answer in more
detail the problems to be studied by studying as much as possible an individual, a group or an event. In qualitative
research, humans are the research instrument and the results of the writing are in the form of words or statements that
are in accordance with the truth. Thus, the results of this study are expected to provide a complete and well-organized
picture of certain components so as to provide valid final results.
This research was conducted at SD Negeri 3 Sigli and Blok Sawah Public Elementary School, Pidie District,
Aceh Province. This research was conducted from 16 February to 2 May 2023. The subjects in this study were school
principals and teachers at SD Negeri 3 Sigli and SD Negeri Blok Sawah. The instruments in this study were used to
collect data regarding the principal's leadership in improving teacher discipline through interview guidelines,
observation guidelines, and documentation studies by asking questions that had been formulated in accordance with
the research objectives to obtain answers that could be used as the results of qualitative data. accountable for its
validity and truth.
3. Results and Discussions
Principal Program in Improving Teacher Discipline at Sigli 3 Public Elementary School and Block Sawah
Public Elementary School, Pidie Regency
In simple terms, the principal's work program is a document that contains plans for school activities for one
academic calendar. The work program is the implementation of the vision, mission and goals of the school. The school
principal's program to improve teacher discipline can be realized well if it is planned in advance. The school principal's
program in improving teacher discipline at SD Negeri 3 Sigli and SD Negeri Blok Sawah Pidie Regency is as follows.
SD Negeri 3 Sigli
Principal Leadership as team leader or the school manager has a very important role. The good or bad quality
of education in a school is very closely related to the leadership of the principal in controlling all the potential that
exists in a school as a function in management. Based on the results of interviews with the Principal of SD Negeri 3
Sigli, the Principal's program regarding improving teacher discipline is as follows: "According to the program that has
been arranged, my program as the principal is to improve teacher discipline, namely the discipline program for teaching
attendance, discipline for lesson planning, discipline for implementing learning, the discipline of learning evaluation".
Planning attendance disciplinary regulations really needs to be done to be agreed upon with the sanctions. Then
plan a socialization schedule and disciplinary development, then what is done by the school principal is implementing
the plan and also carrying out supervision to find out whether the plans that have been implemented are going well or
not. This was also reinforced by the statement of the deputy head of the school curriculum, he said to researchers that:
"Absolutely, the principal's program in improving teacher discipline is the discipline program for teaching attendance,
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discipline in lesson planning, discipline in learning implementation, discipline in learning evaluation." From the
statements of the Head of SD Negeri 3 Sigli and the Deputy Head of the Curriculum Sector, the Deputy Head of the
Student Affairs also gave a statement to confirm the truth of the interview data regarding the Principal's program in
improving teacher discipline as follows:
Yes, the teacher discipline program is very important, because if the teacher is disciplined then the students will
also be disciplined. As the head has mentioned, these programs are the disciplinary program for teaching attendance,
the discipline of lesson planning, the discipline of implementing learning, and the discipline of learning evaluation. So
every program must have a final evaluation.
To further strengthen the truth of the statement above, the researcher also interviewed a Teacher in the Field of
Study to confirm the truth of the data as follows:
That's right, I as a teacher always carry out a disciplinary program for teaching attendance, disciplinary planning
lessons, disciplinary implementation of learning, and disciplinary evaluation of learning. I do this so that I become a
disciplined teacher, as well as a teacher who obeys school rules. So that I can motivate my students to emulate good
things.
Based on the results of the interviews, observations, and documentation that the researchers collected, it can be
concluded that there are four principal programs in improving teacher discipline. As for the principal's program in
improving teacher discipline, namely the discipline of teaching attendance, the discipline of lesson planning, the
discipline of implementing learning, and the discipline of learning evaluation. So in order to achieve the success of all
these programs, the support of all teachers and even all school members is needed in carrying out the consistency of
school rules.
Block Sawah Public Elementary School, Pidie Regency
The principal as a manager plans and manages all programs related to the school, be it the administration of
teaching staff, student affairs, the learning process, and all matters concerning school rules. The success of a program
will be seen from the regularity or discipline of all school members.
Based on the results of interviews with the Principal of SD Negeri 3 Sigli, the Principal's program for improving
teacher discipline is as follows:
I strive to be a responsible principal. I want all the citizens of this school to be disciplined in everything. If you
are disciplined, then everything will be easier and more organized. Especially for teachers, if they are disciplined, the
teaching hours will not be chaotic, and the learning tools will be neatly arranged. So my program is to improve teacher
discipline, namely the discipline of teaching attendance, the discipline of lesson planning, the discipline of
implementing learning, and the discipline of learning evaluation. All of the above programs have been running, but
there are still a number of teachers who have not run the program consistently. Therefore, teachers who lack discipline
will receive additional guidance and training so that their weaknesses do not become obstacles in the learning process.
This was also supported by the statement of the deputy head for school curriculum, he said to researchers that:
"It is true, an institution will be successful if it is managed properly. Similarly, this school also has a program to
improve discipline. These programs are the discipline of teaching attendance, the discipline of lesson planning, the
discipline of implementing learning, and the discipline of learning evaluation.
From the statements of the Head of SD Negeri 3 Sigli and the Deputy Head of the Curriculum Sector, the Deputy
Head of the Student Affairs also gave a statement to strengthen the truth of the statement about the Principal's program
in improving teacher discipline as follows:
Yes, it's true, indeed the disciplinary program for teaching attendance, lesson planning, lesson implementation,
and learning evaluation is one of our main focuses, especially school principals. Because as we know that teachers
become adults whose behavior will be imitated by children. Therefore, we must provide a good image to emulate.
To further strengthen the truth of the statement above, the researcher also interviewed a teacher in the field of
study to confirm the correctness of the data as follows: "That's right, there is a disciplinary program for attendance,
then a discipline for planning and implementing learning, as well as a discipline for learning evaluation".
Based on the results of interviews, observations, and documentation that the researchers collected, it can be
concluded that there are several programs to improve teacher discipline, namely the discipline of teaching attendance,
the discipline of lesson planning, the discipline of implementing learning, and the discipline of learning evaluation.
Even though the above program has been running, there are still some teachers who are not consistent with the
program being implemented. Therefore, teachers who lack discipline will receive additional guidance and training so
that their weaknesses do not become obstacles in the learning process.
The strategy carried out by the Principal in Improving Teacher Discipline at SD Negeri 3 Sigli and SD
Negeri Blok Sawah, Pidie Regency
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Principals must be able to improve discipline in schools so that teachers, employees and students feel in love
with the rules or disciplines that apply in schools. The principal is very influential on the progress of a school. The
principal is the "motor" for a school to achieve success. Principals play an important role in improving education in
the schools they lead, the quality of education will be good if discipline in schools is created properly. The school
principal is obliged to provide direction, guidance and motivation to all teachers to be able to improve their discipline.
Based on the results of data collection in the field, researchers found several things related to the principal's
strategy in improving teacher discipline. The strategy adopted by the school principal in improving teacher discipline
at Sigli 3 Public Elementary School and Blok Sawah Public Elementary School, Pidie Regency is as follows.
SD Negeri 3 Sigli
The principal's strategy is a method or method used by the principal in achieving the planned goals in an effort
to minimize failure. This strategy is one of the competencies that must be possessed by the principal in realizing a
school's vision and mission.
Based on the results of interviews with the Principal of SD Negeri 3 Sigli, the strategies adopted by the Principal
in improving teacher discipline are as follows:
I as a school principal must be a good role model for his subordinates, so that I can set a positive example for
the school community that I lead. The strategy or effort that I do is that I always try to arrive early so I can set an
example or provide motivation for the discipline of attending to other teachers. The next strategy is reprimanding
teachers who are indisciplined, for example, teachers who are not disciplined during working hours and are not
disciplined to wear school uniforms. Another strategy is to make direct observations during learning, and during extra-
curricular activities, then evaluate work by providing criticism, suggestions, and motivation in teacher and employee
coordination meeting forums and conducting performance appraisals. I also always invite all teachers to prioritize
discipline because discipline is a mirror of the school, especially since the location of this school is very strategic and
there are many enthusiasts and vying for it so that children can be accepted at SDN 3 Sigli which is one of the favorite
and largest schools in the region. sigil city. With such a strategy, it can motivate teachers and employees and can make
teachers be able to emulate my disciplinary behavior. Not only time discipline needs to be emulated but the entire
contents of the school rules and regulations.
The principal's leadership determines the results of good performance, especially the discipline of teachers at
the school. The principal supervises and also always motivates teachers to be disciplined with school rules. It is hoped
that this can motivate them to be disciplined and feel cared for by the principal and ultimately the teacher's performance
will be better and can be a good example for students.
This was also reinforced by the statement by the deputy head of the school curriculum, he told researchers:
True, there are several strategies that have been carried out by the principal in improving teacher discipline.
From the attitude and behavior of the principal in time discipline and discipline towards learning administration. The
principal always arrives earlier than the teacher so that he can be a role model that brings positive energy to us teachers.
Then we are also required to fill in teacher absences, from these absences we can monitor our level of discipline. if
there are educators or school staff who are late, they will be given a warning and advice. Thus, it can be seen which
educators or school staff have complied with the rules or are disciplined, lack discipline and are not disciplined.
From the statements of the Head of SD Negeri 3 Sigli and the Deputy Head of the Curriculum Sector, the Deputy
Head of Student Affairs also gave a statement to confirm the truth of the interview data regarding the Principal's
strategy in improving teacher discipline as follows:
I agree with the statements of the Principal and Deputy Principal because there are indeed several strategies
carried out by the principal in improving teacher discipline. This strategy is by obliging teachers to fill in absences.
Then the principal also reminds teachers to attend school and enter class on time, use prescribed uniforms, obey school
rules, provide rewards (gifts) to teachers who are disciplined, and provide guidance to teachers who are less or even
undisciplined.
Good teacher work discipline is one that reflects a sense of responsibility for the tasks they carry out very well.
A teacher who has a high sense of responsibility will continue to work well even without being supervised by a
superior. A disciplined teacher will not steal work time to do other things that have nothing to do with work.
Teacher work discipline is one of the most important factors in increasing teacher work productivity, because
with work discipline teachers will be able to achieve maximum work productivity. Exemplary is the first key in
upholding discipline. Exemplary leaders, teachers, and people who have authority and authority, will have an impact
on students and employees.
To further strengthen the truth of the statement above, the researcher also interviewed a teacher in the field of
study to confirm the truth of the data as follows:
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That's right, the principal always comes on time. Usually in the morning, the principal always waits in the front
seat while occasionally heading towards the school fence to await the arrival of teachers and students. Then the school
principal always controls violations of the rules committed by residents, provides guidance so that they do not commit
violations again.
Leadership is one factor that plays a very important role in an organization. Every leader basically has a different
behavior in leading his followers. The educational process in a school is determined by the leadership of the principal,
because the principal is the person most responsible for everything that happens in the school.
The effectiveness of teaching teachers will be optimal, if the principal can organize and guide teachers properly
so that teachers can carry out their duties with full responsibility, pay attention to the interests of their subordinates, so
that there are no complaints in carrying out their daily tasks and obligations, showing their authority, so that they can
imitated and obeyed by teachers and students.
The success of the principal in leading is very influential in improving teacher work discipline. In his role as a
leader, the principal must pay attention to the needs and feelings of the people who work so that the teacher's work
discipline is always maintained. The principal is fully responsible for managing and empowering teachers to have high
work discipline. This becomes more important in line with the increasingly complex demands of the school principal's
duties, which require more effective and efficient performance support.
Block Sawah Public Elementary School, Pidie Regency
Principal as stack holder teaching staff and school education requires high quality standards, expectations and
performance. His role is not only mastering leadership theories, more than that a school principal must be able to
implement his abilities in the real application of theory. For this reason, a school principal must have a strategy or
method used to achieve the goals that have been planned in an effort to minimize failure.
The results of interviews with the Head of SD Negeri Blok Sawah, regarding the strategy carried out by the
Principal in improving teacher discipline are as follows:
As the principal of the school, I am obliged to lead the school in a very professional manner. I have made various
efforts so that all members of the school I lead can be disciplined in various ways. In particular, the discipline of the
teacher is very important, because the teacher is a reflection for students. children will imitate their teachers, and
teachers will imitate the behavior of the principal and vice principal. Therefore, the principal's leadership is very
important in maintaining teacher discipline. The strategy I use is: I always give an example of arriving early before the
bell rings and always reminding the teacher to come to school before the bell rings. Then I also reprimand teachers
who are not disciplined, make observations during class and extracurricular hours, conduct work evaluations and
motivate all teachers to comply with all school rules.
This was also reinforced by the statement by the deputy head of the school curriculum, he told researchers that:
It's true, we (the Head and Deputy Principals) are making efforts to improve teacher discipline. The principal
always arrives on time, this is an example of time discipline that teachers will emulate. Then the principal also often
goes around the school environment when class time starts to see empty classes without a teacher. Teachers who lack
discipline will receive further guidance and be motivated by the principal.
From the statements of the Head of SD Negeri Blok Sawah and the Deputy Head of the Curriculum Sector, the
Deputy Head of the Student Affairs also gave a statement to confirm the truth of the interview data regarding the
Principal's strategy in improving teacher discipline as follows:
That's right, I agree. Teacher discipline at this school has several stages. We always convey that discipline is
very important in work. This does not only affect individuals but also has a major impact on our school. Furthermore,
we also evaluate the commitment to improving teacher discipline in this school. Basically all teachers are committed
to work discipline. But when it comes to implementation in the field there are some teachers who are not committed,
so disciplinary issues come into the spotlight.
Good teacher work discipline is one that reflects a sense of responsibility for the tasks they carry out very well.
A teacher who has a high sense of responsibility will continue to work well even without being supervised by a
superior. A disciplined teacher will not steal work time to do other things that have nothing to do with work.
To further strengthen the truth of the statement above, the researcher also interviewed a teacher in the field of
study to confirm the correctness of the data as follows: "The school principal has been able to set an example for
teachers at this madrasa. role model for teachers in this school. However, the obstacle lies in the policy, policies made
by school principals are sometimes underestimated by teachers.
Quality education process certainly can not be separated from work discipline. Work discipline certainly has a
big influence on the quality of education. The factor that has the greatest influence on the quality of education is the
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principal as an educational leader. The principal is the sole leader in the school who has responsibility for teaching and
influencing all parties involved in educational activities in the school to work together in achieving school goals.
Obstacles Faced by Principals in Improving Teacher Discipline at SD Negeri 3 Sigli and SD Negeri Blok
Sawah, Pidie Regency
Obstacles are obstacles with circumstances that limit, hinder or prevent the achievement of goals. The obstacles
faced by the Principal in improving teacher discipline at SD Negeri 3 Sigli and SD Negeri Blok Sawah Pidie Regency
are as follows:
SD Negeri 3 Sigli
In implementing a program there are certainly obstacles or obstacles, this is a challenge for leaders, especially
school principals in dealing with each of these obstacles. There are times when programs that have been designed in
such a way, but when implemented by the school principal have problems in improving teacher discipline.
Based on the results of interviews with the Principal of SD Negeri 3 Sigli, the obstacles faced by the Principal
in improving teacher discipline are as follows:
Of course there are obstacles, Obstacles in improving teacher discipline, namely the different character of the
teacher, lack of self-will to discipline, lack of support from the family, different teacher characters, with different
characters being an obstacle for me, the purpose of the reprimand and direction I give it so that all teachers can
understand. So in an effort to improve discipline, there are teachers who, once directed or reprimanded, are immediately
embarrassed and don't repeat the same thing again, and there are also teachers who are insensitive to reprimands. This
is one of my obstacles as a school principal in improving teacher discipline. who live far from school so that they are
often late especially for the first hour of teaching and there are one or two teachers who lack participation in carrying
out school rules, so that becomes an obstacle for me in increasing teacher discipline.
This was also reinforced by the statement of the deputy head of the school curriculum, he said to researchers
that: "It is true, there are obstacles that we experience when we run a disciplinary program in this school, especially
teacher discipline. The obstacle is that some teachers live quite far from the school, so the travel time is quite long.
Then the lack of support from the family and the existence of teachers who have to be reminded repeatedly regarding
discipline.
From the statements of the Head of SD Negeri 3 Sigli and the Deputy Head of the Curriculum Sector, the Deputy
Head of the Student Affairs also gave a statement to confirm the truth of the interview data regarding the Principal's
strategy in improving teacher discipline as follows: "The obstacles are lack of support from family, distance and time
constraints go to school which is quite far, so it's late for school.
To further strengthen the truth of the statement above, the researcher also interviewed a teacher in the field of
study to confirm the truth of the data as follows: "Distance and travel time to school are one of our obstacles to arriving
on time for school. Apart from that, there is also a lack of support from the family for time discipline, then there are
also teachers who have to be reminded many times to be able to carry out discipline in this school.
Based on the results of interviews, observations and documentation, it can be concluded that the obstacles in
improving teacher discipline are the different teacher characters, lack of motivation for discipline, lack of support from
family, different teacher characters, with different characters. Apart from that, it is caused by the distance and travel
time from far from home to school, so that it becomes an obstacle for school principals in improving teacher discipline.
Block Sawah Public Elementary School, Pidie Regency
In improving teacher discipline it does not always go as smoothly as desired, there are times when something
has been designed in such a way, but when it is implemented by the principal it has obstacles in increasing teacher
discipline.
Based on the results of interviews with the Head of SD Negeri Blok Sawah, the obstacles faced by the Principal
in improving teacher discipline are as follows:
Regarding the obstacles in improving teacher discipline, namely the lack of support from the family, there are
teachers who live far from school so they are often late, let alone have to teach the first hour. Then there are also one
or two teachers who lack participation in carrying out school rules, still ignoring something that has been agreed upon.
There are still teachers who are negligent in preparing learning materials such as lesson plans and syllabi and the
methods used in learning are still using old methods so that when teaching seems a bit stiff so that it becomes an
obstacle for me in improving teacher discipline.
This was also reinforced by the statement of the Deputy Head of the school curriculum, he said to researchers
that: "It is true, the lack of support from the family, the influence of the distance to school, then there are teachers who
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are negligent in preparing learning tools such as lesson plans and syllabi and the methods used in learning still uses
the old method so there is no change or improvement in learning methods.
From the statements of the Head of SD Negeri Blok Sawah and the Deputy Head of the Curriculum Sector, the
Deputy Head of the Student Affairs also gave a statement to confirm the truth of the interview data regarding the
Principal's strategy in improving teacher discipline as follows: "I agree that we really need support from the family as
well to be able to discipline with schoolwork. Apart from that, there are also other obstacles, namely the lack of will
and motivation to be disciplined.
To further strengthen the truth of the statement above, the researcher also interviewed a teacher in the field of
study to confirm the truth of the data as follows: "It's true, there are some fellow teachers whose homes are far from
school, so they are often late for school. Other obstacles are also due to the lack of support from the family, then
sometimes the teachers are a little negligent or less motivated for time discipline and the completeness of learning
administration.
Based on the results of the data collection above, it can be concluded that there are obstacles in improving
teacher discipline, namely: lack of support from the family, there are teachers who live far from school so they are
often late, some teachers who are not consistent with school rules. Then there are also teachers who are negligent in
preparing learning tools such as lesson plans and syllabi so that it becomes an obstacle for me in increasing teacher
discipline.
A leader or principal will be confronted with the attitudes of teachers, staff and even students who have different
life backgrounds, interests and socio-cultural levels. So that it is not impossible for conflicts to occur between
individuals and even between groups. In dealing with such matters the school principal must act wisely, prudently,
fairly, no party is defeated or favored.
In other words, as a leader, the principal must be able to treat the same and must set a positive example for those
who become his subordinates, so that there is no discrimination. On the other hand, a spirit of togetherness and
discipline can be created among all school members. Every teacher will be disciplined and will not violate the rules
set by the school, even underestimate the existing rules.
Suggestion or motivation is needed by subordinates in carrying out the duties and rules that apply. Teachers,
staff and students should always get advice from the school principal so that with this advice they can maintain and
even improve discipline, enthusiasm, self-sacrifice, a sense of togetherness in carrying out their respective tasks.
Discussion
The discussion of the results of this research is intended to provide an explanation of the findings obtained at
the research location, both in the form of interpretations and in the form of arguments as findings. Thus enabling the
researcher to draw conclusions about the findings and the implications of the findings themselves.
Based on the main focus, namely the leadership of the principal in improving teacher discipline at Sigli 3 Public
Elementary School and Blok Sawah Public Elementary School, Pidie Regency. The sub focus of this research is
programs, strategies and obstacles faced by school principals in increasing teacher discipline.
It is hoped that the conclusions from the findings and their implications will be able to give birth to new ideas,
concepts, principles and theories that need to be developed in studying the problems of teacher supervision and
performance evaluation, especially those concerning the implementation of school principals' academic supervision
and teacher performance assessment. The following will discuss the main findings as follows:
The Principal's Program in Improving Teacher Discipline at Sigli 3 Public Elementary School and Block
Sawah Public Elementary School, Pidie Regency
Leadership is an effort made to influence group members so that they voluntarily contribute their abilities to the
maximum for the achievement of predetermined group goals. Sagala (Wira, 2018: 8) argues that:
Leadership is a process or a number of actions in which one person uses influence, authority or power over
others in directing a social system to achieve goals. This shows that leadership includes at least three things that are
interconnected, namely the existence of a leader, followers and the group situation in which leaders and followers
interact.
The school principal is a leader in an educational unit institution. Wahjosumidjo (Wira, 2018:15) also means
that the principal is:
A teacher functional staff who is given the task of leading a school where the teaching and learning process is
held or where there is interaction between the teacher giving the lesson and the students receiving the education
component lessons that play the most role in improving the performance of the teaching staff.