Pengaruh Kepemimpinan Kepala Sekolah, Budaya Sekolah Dan Komitmen Kerja Terhadap Disiplin Guru di Sekolah Menengah Atas Negeri Kabupaten Kendal

Retnaningdyah, Feti Kristanti (2025) Pengaruh Kepemimpinan Kepala Sekolah, Budaya Sekolah Dan Komitmen Kerja Terhadap Disiplin Guru di Sekolah Menengah Atas Negeri Kabupaten Kendal. Thesis thesis, Universitas BPD.

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Abstract

The issue of discipline among civil servant teachers (ASN) in public schools has become a major concern in efforts to improve the quality of national education. Teacher work discipline greatly affects educational performance and serves as a tangible example for students. However, reports from the Regional Branch of the Education Office, Region XIII, Central Java Province, reveal disciplinary violations by several teachers in Kendal Regency. Absenteeism, tardiness, and unprofessional behaviors—such as engaging in personal activities during working hours—indicate low levels of discipline. This issue forms the primary background for investigating the factors that influence teacher discipline, particularly from the perspectives of school principal leadership, school culture, and work commitment. Previous studies have shown that school principal leadership and school culture individually influence teacher work discipline. However, there is a lack of research that examines all three factors simultaneously, especially involving work commitment as an internal variable originating from the teachers themselves. This study aims to bridge that gap by examining the simultaneous influence of headmaster (X1), school culture (X2), and work commitment (X3) on teacher discipline (Y) among teachers in public senior high schools (SMA) in Kendal Regency. The theoretical model adopts a multidimensional approach to discipline, addressing both organizational structure and individual teacher aspects. This research employs a quantitative approach using a causal research design. Data were collected via questionnaires distributed to 43 ASN teachers in public SMA across Kendal Regency, selected through proportional random sampling. The data were analyzed using Structural Equation Modeling (SEM) with the Partial Least Squares method (SmartPLS version 3). The independent variables include school principal leadership, school culture, and work commitment, while teacher discipline serves as the dependent variable. Instrument validity and reliability were tested using both the outer model and inner model, including loading factors, AVE, composite reliability, and model fit indicators such as SRMR and NFI. The analysis results indicate that all three independent variables have a significant effect on teacher discipline. School culture has the strongest influence (β=0.381; p=0.001), followed by school principal leadership (β=0.323; p=0.005), and work commitment (β=0.286; p=0.013). The R² value of 0.939 demonstrates that 93.9% of the variation in teacher discipline can be explained collectively by the three variables. The research model is deemed fit, with an SRMR of 0.050 and an NFI of 0.861. Furthermore, indicators such as “teachers feel the school is like family” and “teachers are not self-centered” highlight the significant role of commitment and school culture in shaping discipline. This study concludes that improving the discipline of ASN teachers in public schools can be achieved through strengthening school principal leadership, fostering a positive school culture, and enhancing teacher work commitment. It is recommended that school principals involve teachers more in setting competency standards, cultivate a clean and collaborative school culture, and foster a sense of ownership toward the school. The study is limited by its narrow geographic focus (Kendal Regency) and its reliance solely on questionnaire instruments. Future research should broaden the respondent population and incorporate interviews or observations for more comprehensive insights.

Item Type:	Thesis (Thesis)
Additional Information:	Headmaster, school culture, work commitment, teacher discipline.
Subjects:	H Social Sciences > H Social Sciences (General) H Social Sciences > HM Sociology H Social Sciences > HN Social history and conditions. Social problems. Social reform
Divisions:	Faculty of Law, Arts and Social Sciences > School of Education
Depositing User:	Heri Ismanto
Date Deposited:	24 Sep 2025 14:49
Last Modified:	24 Sep 2025 14:49
URI:	http://eprints.stiebankbpdjateng.ac.id/id/eprint/2710

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