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This study explores the principal’s leadership strategies and the role of organizational climate in improving teacher work discipline. Teacher discipline is a crucial element in ensuring instructional quality, professional accountability, and sustainable school performance. A qualitative case study approach was employed to obtain an in-depth understanding of leadership practices implemented in the natural setting of the school. Data were collected through in-depth interviews, participatory observations, and document analysis involving the principal, vice principals, and teachers. The findings reveal that discipline improvement is shaped by exemplary leadership, dialogic communication, continuous coaching, and the application of humanistic regulations supported by moral and social rewards. In addition, a collegial and supportive organizational climate strengthens collective awareness and encourages teachers to comply with professional standards voluntarily. Discipline is therefore constructed not merely through administrative control but through shared values and social interaction. This study contributes to educational leadership literature by providing contextual evidence of how leadership practices interact with organizational environments in shaping teacher behavior. Practically, the findings offer guidance for school leaders in designing participatory and sustainable discipline development strategies.

This study analyzes the role of Islamic leadership in enhancing educational innovation through the integration of managerial, spiritual, and collaborative values ​​in Islamic schools. Using a qualitative literature review method, this study investigates how principals can apply the principles of amanah (trust) and ithqan (trustworthiness) as a basis for professional and ethical management. The results indicate that effective leadership in madrasas requires a balance between spiritual values, managerial competencies, and a collaborative culture that supports educational excellence. Furthermore, this study emphasizes the importance of educational supervision as a strategy for maintaining innovation and continuous improvement in Islamic educational institutions. An Islamic leadership approach that prioritizes integrity, professionalism, and knowledge sharing will foster an innovative and productive environment. Principals, as leaders, are not only responsible for academic success but must also be able to build a harmonious work climate, prioritize ethics, and continuously encourage positive changes in the learning process. Thus, this study contributes to the development of relevant leadership models in the context of Islamic education.

Building effective leadership in schools is key to creating a productive and harmonious educational environment. A managerial psychology approach can provide in-depth insight into effective ways of leading, by considering psychological aspects that influence individual behavior and performance in school organizations. This approach focuses on understanding the psychological characteristics of leaders and team members, managing emotions, and effective communication in building mutually supportive relationships. In an educational context, managerial psychology can help school leaders to manage team dynamics, increase motivation, and create a positive work climate. Therefore, it is hoped that the application of managerial psychology principles in leadership in schools can produce more effective school management, both in the aspects of teaching, management and human resource development.