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This study aims to examine the influence of principal leadership and school culture on teacher discipline in public junior high schools (SMP Negeri) in Sembawa District, Banyuasin Regency. Teacher discipline is an important factor in supporting the effectiveness of the learning process and achieving educational goals. Therefore, understanding the factors that contribute to teacher discipline is essential for improving school performance. This study employed a quantitative research method with a purposive sampling technique. Data were collected through the distribution of questionnaires consisting of 66 statement items measured using a five-point Likert scale. The collected data were analyzed using statistical techniques to determine both partial and simultaneous effects of the independent variables on teacher discipline. The results indicate that principal leadership has a positive and significant partial effect on teacher discipline, as evidenced by a t-value of 5.127, which is greater than the t-table value of 1.9809. School culture also has a positive and significant partial effect on teacher discipline, with a t-value of 7.244 exceeding the t-table value of 1.9809. Furthermore, principal leadership and school culture simultaneously have a positive and significant effect on teacher discipline, as indicated by an F-value of 34.152, which is greater than the F-table value of 3.07. These findings suggest that strengthening principal leadership and fostering a positive school culture can significantly improve teacher discipline.

This study aims to analyze the strategic management evaluation of the Sundanese Language Subject Teacher Forum (MGMP) in improving teacher performance at public senior high schools in Tasikmalaya City. The study focuses on leadership management, member participation, institutional support, and program relevance to teachers’ professional development needs. This research employed a qualitative descriptive approach. Data were collected through observations, in-depth interviews, and documentation involving MGMP administrators, member teachers, school principals, and supervisors. Data analysis used the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The findings revealed that the MGMP management has generally functioned effectively as a professional learning community. Participatory leadership patterns encouraged collaboration among teachers in designing learning tools and solving classroom problems. However, several challenges were identified, including inconsistent program evaluation, limited technological integration, unequal member participation, and insufficient funding support. The study also found that MGMP programs significantly contributed to improving teachers’ pedagogical competence, especially in lesson planning and instructional implementation. Nevertheless, assessment and evaluation competencies still require further strengthening. This study concludes that strategic management, sustainable evaluation, and institutional support are essential in optimizing MGMP functions to improve teacher performance and the quality of Sundanese language learning.

This study is motivated by the importance of the principal’s leadership role in improving the effectiveness of organizational management in Early Childhood Education (ECE) institutions. As an educational leader, the principal is responsible for organizing, directing, and coordinating all available resources in ECE institutions to ensure they function effectively and efficiently. The aim of this study is to analyze the influence of principal leadership on ECE organizational management. The research method used is a qualitative approach with data collection techniques including observation, interviews, and documentation studies. The findings indicate that effective principal leadership, particularly democratic and participatory leadership styles, has a positive influence on improving the quality of ECE organizational management in terms of planning, organizing, implementation, and program evaluation. In addition, effective leadership also enhances teacher performance and creates a conducive working environment. The implication of this study suggests that improving the leadership competence of principals is essential to support the optimal management of ECE institutions.

This study is motivated by the leadership of the principal at MTs Darul Falah Sumbergempol Tulungagung, who involves all school personnel in school activities. Although the principal’s tenure is relatively new, the principal has been able to implement continuous changes to advance the institution and improve the quality and services of the school. The research employed a qualitative approach. Data were collected through participant observation, in-depth interviews, and documentation. The data analysis techniques included (1) data reduction, (2) data display, and (3) conclusion drawing/verification. The results of this study indicate that: (1) The principal’s strategy in mobilizing subordinates to improve the quality of learning at MTs Darul Falah Sumbergempol Tulungagung is carried out by ensuring that teachers perform their duties professionally, participating directly in the preparation of lesson plans (RPP), selecting competent teachers to guide students in self-development activities, providing explanations and motivation to subordinates regarding the implementation of tasks in the madrasah, and giving instructions to enhance staff capabilities by forming well-organized teamwork. (2) The principal’s strategy in influencing subordinates to improve the quality of learning is implemented by enhancing personnel performance, providing rewards to subordinates, setting a good example, showing concern and attention, improving welfare, motivating subordinates, and supporting as well as appreciating their achievements. (3) The principal’s strategy in encouraging improvements in the quality of learning is carried out by inviting subordinates to enhance teachers’ competencies, motivating teachers to be productive and innovative, coordinating the outcomes of teachers’ work, consistently evaluating teachers’ activities, conducting official meetings, providing motivation during these meetings, and setting an example by arriving at school earlier than others.   

This study aims to determine the leadership strategies of school principals in improving the performance and discipline of teachers at Madrasah Ibtidaiyah Salafiyah Syafiiyah Hadirul Ulum Tasikrejo Pemalang, Central Java, as well as to identify the supporting and inhibiting factors when these leadership strategies are implemented. This study uses field research with a descriptive approach. The data collected was verbal data or words rather than numbers. The location of this research was at MI Salafiyah Syafi'iyah Hadirul Ulum Tasikrejo, Pemalang Regency. The informants in this study were the principal and classroom teachers. The data collection techniques used were observation, interviews, and documentation. The results of the study found by the researcher regarding the principal's strategy in improving teacher performance and discipline at MI Salafiyah Syafi'iyah Hadirul Ulum Tasikrejo, Pemalang Regency, are as follows: (a) conducting supervision (b) setting an example (c) motivating teaching staff (d) providing adequate facilities and infrastructure (e) providing opportunities to attend training or education (f) conducting evaluations. Meanwhile, the supporting and inhibiting factors are divided into several parts. First, there are two supporting factors, namely (a) a sense of togetherness and kinship within the school environment, and (b) the principal's commitment to improving school quality. Meanwhile, there are two inhibiting factors, namely (a) the suboptimal time management of teachers and (b) the work environment. Based on the results of this study, it can be concluded that the principal's leadership strategy plays a very important role in improving the performance and discipline of teachers at MI Salafiyah Syafi'iyah Hadirul Ulum Tasikrejo, Pemalang Regency. The implementation of appropriate strategies, supported by a sense of togetherness and the principal's commitment, can have a positive impact on teacher professionalism. However, there are still several inhibiting factors that need attention so that the implementation of leadership strategies can run more optimally.

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.

The quality of educational human resources (HR) is a key factor in determining the quality and success of educational implementation in schools. However, many schools still face problems of low performance, motivation, and professionalism among teachers and educational staff due to leadership that is not responsive to the diversity of conditions and human resource needs. This study aims to examine situational leadership as a strategy employed by school principals to improve the quality of educational human resources. The study adopts a literature review approach with qualitative content analysis of books, scholarly journal articles, and relevant previous research. The findings indicate that situational leadership enables school principals to adjust leadership styles directing, coaching, supporting, and delegating according to the levels of readiness, competence, and motivation of teachers and educational staff. Adaptive and participative leadership contributes positively to improved performance, work commitment, professionalism, and the creation of a conducive organizational climate and school culture. Therefore, situational leadership can be used as a strategic approach in planning, implementing, and evaluating sustainable educational quality improvement programs.

The quality of human resources (HR) in Islamic and public primary schools (MI/SD) is a key factor in improving the quality of basic education and is strongly influenced by the leadership role of the school principal. Principals function not only as administrators but also as instructional leaders who are capable of mobilizing teachers and educational staff to develop professionally. This study aims to analyze the role of school principal leadership in improving the quality of human resources in MI/SD, particularly in terms of pedagogical, professional, social, and personal competencies of teachers and educational staff. This research employed a qualitative approach using a case study method. Data were collected through in-depth interviews, observations, and documentation studies, while data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that visionary, participatory, and transformational leadership of school principals plays a significant role in enhancing the quality of human resources. Principals actively encourage teacher professional development through academic supervision, continuous training, teamwork empowerment, and the creation of a supportive and collaborative school culture. In addition, the principal’s exemplary behavior in discipline, communication, and decision-making contributes positively to increasing motivation and performance among teachers and staff. The implications of this study suggest that improving the quality of basic education in MI/SD requires strengthening school principals’ leadership competencies so that they are able to manage and develop human resources in a sustainable manner and oriented toward educational quality improvement.

This report aims to describe the application of transformational leadership and its influence on the organizational communication climate at the St. Francis Xaverius Maumere Forestry and Arts Vocational School. Using a descriptive narrative method through interviews and observations, this report illustrates how principals are implementing transformational leadership in school management. The results of the study show that school principals are able to provide inspiration through example, motivation, and continuous support to teachers and education staff. This leadership practice is reflected in the giving of trust, the involvement of teachers in decision-making, and the encouragement to innovate in the learning process. The organizational communication climate in schools is considered open, transparent, and supportive, so that teachers and staff feel comfortable conveying ideas, criticisms, and suggestions without fear. Effective communication between leaders, teachers, and staff helps strengthen teamwork and increase a sense of ownership of the school's vision and mission. Thus, transformational leadership plays an important role in creating a positive organizational communication climate and supporting the improvement of performance and quality of education in schools.

The leadership of the school principal and the performance of teachers greatly influence the religious character of education for students. This research aims to describe (1) to determine and analyze the influence of school principal leadership on education with a religious character (2) to determine and analyze the influence of teacher performance on education with a religious character (3) to determine and analyze the influence of principal leadership and teacher performance on education religious character. This research uses quantitative methodology. The population used in this research were students at PAB 10 Medan Estate Middle School. The sample in this research was 50 respondents. Data collection was carried out using a questionnaire. There are 3 research variables, namely: school principal leadership (X1), teacher performance (X2), and religious character (Y). Data analysis used in this research is multiple linear regression, F test, T test, coefficient of determination test (R2), heteroscedasticity test, multicollinearity test. The results of the research conducted show that the principal's leadership and teacher performance together have a significant effect on religious character.  This can be seen from the results This can be seen from the results of the F test, namely that the Fcount value is 19.936. The conclusion is that Fcount > Ftable (19.936 > 3.20) meaning that the leadership of the principal X1 and the performance of teacher X2 simultaneously influence religious character (Y).

This study investigates the simultaneous and individual effects of School-Based Management (SBM), principal supervision, transformational leadership, and work culture on the performance of junior high school teachers in Serang City, Indonesia. Against the backdrop of the Merdeka Curriculum and the shift to hybrid learning in the post-pandemic era, the research addresses persistent challenges such as hierarchical school cultures and technological disparities. Employing a quantitative ex post facto approach, data were collected from 316 teachers across public and private schools through structured questionnaires, classroom observations, and document analysis. Multiple linear regression analysis reveals that SBM, principal supervision, transformational leadership, and work culture each have significant and positive impacts on teacher performance, with transformational leadership and work culture exerting the most substantial influence. The results demonstrate that 74% of the variance in teacher performance can be explained by these four organizational factors, underscoring their critical role in shaping pedagogical competence, classroom management, and professional development. The study further highlights the necessity for comprehensive managerial training, the integration of technology in supervisory practices, and the cultivation of collaborative and innovative work cultures. Practical recommendations include enhancing principal leadership capacity, fostering instructional supervision, and investing in digital infrastructure to support sustainable improvements in teacher performance. The findings contribute to the body of knowledge on educational management in Indonesia and offer actionable insights for policymakers, school leaders, and educators aiming to strengthen teacher effectiveness amidst ongoing educational reforms and digital transformation.

This study aims to analyze the effect of school principals' transformational leadership on the performance of ICT teachers in implementing digital learning at SMAN XYZ, specifically examining how four dimensions of transformational leadership Influence teacher motivation, creativity, and innovation in technology integration. This quantitative research employed an explanatory correlational design with 20 ICT teachers as respondents selected through purposive sampling. Data were collected using validated questionnaires adapted from the Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (1994) for transformational leadership and the TPACK framework by Koehler and Mishra (2009) for teacher performance. Simple linear regression analysis was conducted using SPSS 25 to test the research hypothesis. Results demonstrate that transformational leadership significantly and positively influences ICT teacher performance (β = 0.672, p = 0.003 < 0.05), explaining 67.2% of performance variance. The principal's transformational leadership scored highly (4.3/5), with individualized consideration contributing most significantly to teacher performance. ICT teacher performance reached a high category (4.1/5), with the most substantial achievement in technology-based lesson planning, although challenges remain in independent digital content development and innovative assessment methods. Theoretically, this research strengthens transformational leadership Theory in digital Education contexts and supports the TPACK framework's emphasis on leadership support for technology integration. Practically, findings guide principals to optimize transformational leadership through enhanced mentoring, professional development programs, and the creation of an innovation culture. The study offers an empirical foundation for educational policymakers to develop school leadership training programs focused on digital transformation, while highlighting the importance of individualized consideration in supporting teacher technology competency development.

This study investigates the influence of transformational leadership on teacher performance in disadvantaged regions, with a specific focus on SMP Satu Atap Werdi in Pekalongan Regency. Schools located in remote and underdeveloped areas often face structural challenges such as limited resources, inadequate infrastructure, and geographical isolation, which significantly hinder the delivery of quality education. In this context, the role of school principals becomes critical in shaping organizational culture and motivating educators to maintain high performance despite the constraints. The research employed a qualitative descriptive approach, using participant observation, in-depth interviews, and document analysis to gather rich and comprehensive data from the principal and teachers as key informants. Findings indicate that even though SMP Satu Atap Werdi operates in an area with severely limited facilities, the transformational leadership style adopted by the principal has successfully brought about meaningful improvements in school management and teacher performance. The leadership was manifested through four main dimensions: idealized influence, demonstrated by strong role modelling and exemplary behaviour; inspirational motivation, reflected in the principal’s ability to encourage teachers to remain committed and enthusiastic; intellectual stimulation, which fostered creativity, innovation, and problem-solving among teachers; and individualized consideration, shown through personal guidance and support tailored to each teacher’s needs. These practices led to visible progress in teacher discipline, professional dedication, and organizational commitment. The study underscores the importance of transformational leadership as a catalyst for positive organizational change in education, particularly under challenging circumstances. The findings align with previous literature highlighting its effectiveness in motivating subordinates and enhancing performance. From a practical standpoint, this research suggests the need for policymakers and education stakeholders to strengthen transformational leadership practices in schools across disadvantaged regions as a strategy to achieve equitable educational quality in Indonesia.

This study investigates the influence of organizational culture and school leadership on teacher performance through work motivation as an intervening variable at SMA N 2 Pasaman Barat. The research employed a quantitative approach, with the entire population consisting of 46 teachers serving as respondents. Data were analyzed using Structural Equation Modeling (SEM) with the Partial Least Squares (PLS) method, including assessments of both the outer and inner models, as well as hypothesis testing. Data processing was conducted with the SmartPLS 3 software package to ensure accuracy and reliability in statistical analysis. The findings reveal that organizational culture has a significant positive effect on work motivation, indicating that a supportive and constructive organizational environment fosters higher levels of teacher motivation. Similarly, school leadership demonstrates a substantial impact on work motivation, emphasizing the importance of principals in inspiring and guiding teachers to remain engaged in their professional roles. Furthermore, the analysis shows that organizational culture significantly affects teacher performance, suggesting that strong cultural values and shared norms within the school enhance overall effectiveness in teaching. In contrast, the results indicate that school leadership does not have a direct significant effect on teacher performance, highlighting that leadership influence may be indirect, primarily channeled through motivational factors. Additionally, work motivation itself is found not to exert a substantial effect on teacher performance, suggesting that motivation alone may be insufficient without being supported by other organizational and contextual factors. When tested as an intervening variable, work motivation does not significantly mediate the relationship between organizational culture and teacher performance, nor between school leadership and teacher performance. Overall, the study contributes to the understanding of how organizational culture and leadership interact with teacher motivation and performance, with implications for educational management strategies aimed at enhancing teacher outcomes in secondary schools.

The leadership of the Head of Madrasah refers to the leader's ability to motivate and influence people to be willing to take actions aimed at achieving goals through the courage to make decisions about the activities that need to be undertaken. A productive organizational culture is a way to achieve better results for the organization, groups, and individuals by understanding and managing performance in accordance with planned targets, standards, and specified competency requirements. This research is descriptive qualitative. The results of this study show that the leadership of the Head of Madrasah enhances the Culture of Productive Organizations, it has been well implemented, including activities such as preparing to develop the organizational structure through the vision and goals of the madrasah, defining the roles of teachers in the organizational structure and providing intellectual stimulation, and carrying out the leadership of the Head of Madrasah with innovation by offering individual support and examples of organizational values through activities aimed at improving communication with educators and educational staff regarding the achievements to be attained, always providing motivation for task execution, especially in the implementation of the madrasah's organizational culture, and conducting supervision to encourage participation in decision-making.

This study is a qualitative research employing a case study approach to explore the leadership management of a madrasah principal in improving teacher performance. The data analysis technique used consists of four main steps: data collection, data reduction, data presentation, and drawing conclusions. To ensure the validity and reliability of the findings, source triangulation was applied. The research findings reveal that the madrasah principal plays a multifunctional role encompassing that of a manager, supervisor, and motivator, all of which are central to the effective management of the institution. The principal’s leadership is characterized by a strong orientation toward the achievement of the institutional vision, optimal resource management, and the establishment of a conducive and productive learning environment. Several strategic efforts have been implemented to enhance teacher performance, including the enforcement of work discipline, organizing continuous professional development through teacher training, offering rewards and incentives for achievements, cultivating positive attitudes and mental resilience among staff, and providing financial support to facilitate teaching activities. These strategies reflect a proactive and visionary leadership model that emphasizes communication, motivation, and collaboration. The effectiveness of this leadership approach is evidenced by the significant improvement in teacher performance, contributing to the overall enhancement of educational quality within the madrasah. This study concludes that leadership which is visionary, communicative, and supportive is essential in fostering an environment that promotes teacher development and institutional progress. The results of this research provide valuable insights for education stakeholders, particularly in Islamic educational institutions, on how strategic leadership practices can drive meaningful change and improve educational outcomes. This study also highlights the importance of ongoing support, recognition, and empowerment of teachers as key elements in building a high-performing and motivated teaching workforce.

In addition to the main aspects of teacher competency, the study also emphasizes the importance of leadership and institutional support in the effective implementation of policies. The school leadership plays a crucial role in creating a conducive environment for professional development, fostering a culture of collaboration among teachers, and ensuring the implementation of competency-based assessments. It was found that the active involvement of the principal in monitoring and providing feedback to teachers significantly contributes to the continuous improvement of teaching practices. The study also highlights the importance of aligning teacher competency development with the school's educational goals and objectives. While some teachers have demonstrated significant improvement in their teaching methods and student engagement, others still require more support to fully integrate the competencies into their daily practices. The continuous professional development of teachers is therefore vital to ensure that the competencies are not only understood but also consistently applied in the classroom. Moreover, the study recognizes the critical role of community and parental involvement in enhancing the quality of education. Collaboration between the school, parents, and the local community can create a more supportive learning environment, ensuring that students receive the necessary resources and encouragement both at school and at home. In conclusion, the research suggests that while the implementation of teacher competency policies at SDN 2 Lubuk Seberuk has shown positive results, the process should be supported with more training opportunities, resource allocation, and consistent monitoring to overcome existing challenges.

This qualitative descriptive research explores the principal’s efforts to enhance teacher performance through the implementation of educational supervision at SDI Puudhombo, East Nusa Tenggara. The study aims to understand the strategies, processes, and impacts of educational supervision in improving teaching quality. Purposive sampling was used to select three informants consisting of one school principal and two classroom teachers. Data were gathered through structured interviews, allowing for in-depth exploration of participants’ experiences and perceptions. Analysis was conducted using the Miles and Huberman interactive model, involving data reduction, data display, and conclusion drawing to ensure the credibility and reliability of the findings.The results reveal that educational supervision is systematically implemented twice a year, guided by a well-structured plan that outlines objectives, schedules, and targeted competencies. The principal applies a collaborative supervision approach, using classroom visitation techniques to observe teaching practices in real contexts. Post-observation, constructive feedback sessions are conducted to highlight strengths, identify areas for improvement, and provide practical recommendations for pedagogical development. Teachers demonstrate notable progress in preparing lesson plans, delivering interactive learning activities, and applying effective evaluation methods. However, certain aspects such as the integration of technology in teaching and differentiation strategies still require further enhancement. The findings indicate that educational supervision not only improves technical teaching skills but also fosters teacher professionalism, boosts work motivation, and promotes a culture of continuous improvement within the school. The study underscores the importance of consistent, supportive, and developmental supervision in elevating instructional quality. It concludes that systematic and ongoing educational supervision represents a highly effective strategy for advancing teacher performance in elementary education. This research enriches the body of literature in educational management and provides practical implications for strengthening school leadership, particularly in rural and resource-limited contexts such as East Nusa Tenggara.

The aim of this research is to determine and analyze: 1) The influence of the principal's Servant Leadership on the Performance of Public Elementary School Teachers in Gandus District. 2) The influence of teacher competency on state elementary school teachers in Gandus District. 3) The Influence of Citizenship Behavior on the Performance of Public Elementary School Teachers in Gandus District. And 4) The simultaneous influence of the Principal's Servant Leadership, Teacher Competency and Citizenship Behavior on the Performance of Public Elementary School Teachers in Gandus District, Palembang City. This research uses quantitative methods with a correlational approach. The research sample consisted of 122 teachers from state elementary schools in Gandus District. Data collection techniques use questionnaires and documentation. Data analysis was carried out using multiple linear regression using the SPSS version 26 application. The results of the research showed that there was a positive and significant influence both partially and simultaneously between the Principal's Servant Leadership, Teacher Competence and Citizenship Behavior on Teacher Performance. The magnitude of the influence of these three independent variables on teacher performance simultaneously is 78.9%, while the remaining 21.1% is influenced by other variables not examined in this research.

This study investigates the role of transformational leadership of school principals in enhancing the instructional quality of teachers at SMP Negeri 5 Satap Bungoro, Pangkep Regency, Indonesia. The research addresses three main problems: (1) how the principal's transformational leadership contributes to improving teacher performance in the classroom, (2) what strategies or actions the principal undertakes to elevate instructional practices, and (3) what supporting and inhibiting factors influence the process. Using a qualitative approach, data were collected through interviews, observation, and documentation involving the school principal and five teachers. The data were analyzed through data reduction, data display, conclusion drawing, and triangulation techniques. The findings reveal that the principal's transformational leadership plays a critical role in instructional improvement, marked by five key practices: presenting an inspiring leadership vision, encouraging professional growth, providing support and empowerment to teachers, fostering a collaborative and inclusive school culture, and delivering constructive feedback and evaluation. The strategies employed include the integration of the Merdeka Curriculum, mentoring and coaching of teachers, and fostering pedagogical understanding. Supporting factors include well-organized school and classroom environments and cleanliness, while the primary obstacles consist of limited funding, inadequate facilities and infrastructure, and a lack of strong teacher collaboration. In conclusion, transformational leadership contributes significantly to teacher development and improved instructional quality, especially in schools facing resource limitations. The study emphasizes the need for proactive leadership to overcome structural barriers and support effective teaching and learning.