Leadership of Schools in Improving Teacher Discipline and Motivation

Abstract

The leadership of the principal as the top manager has a strategic role in increasing teacher discipline and motivation. The purpose of this study was to determine the policies, programs, strategies, supporting and inhibiting factors of the principal's program in improving the discipline and motivation of teachers at 16 Public Senior High Schools and 12 Public Senior High Schools in Banda Aceh City. This study uses a descriptive qualitative approach. The technique of collecting data is interview, observation, and documentation study. The research subjects were school principals, vice principals and teachers. The results showed (1) the principal's policies in increasing discipline and motivation in making school rules and order involved school elements including the vice principal and teachers. (2) preparation of school principal programs in improving teacher professionalism, including compiling annual programs, semester programs, learning planning steps; (3) strategies to improve teacher discipline and motivation by dividing tasks, holding trainings and attending MGMP and providing understanding (4) supporting factors in increasing discipline and motivation of teachers, most of whom already have teacher certificates, while the inhibiting factor is teachers who live far away. from schools, there are still teachers who are less active, and the results of the training have not been able to be disseminated to their friends, the level of awareness differs between teachers.

Understanding new approaches to professional learning community practice and secondary school teacher motivation

“…Indeed, improved teacher motivation, according to Fei and Han [38], will impact how leaders, teachers, and students assess schools based on their respective perspectives. To support this claim, Feriyanti and Usman [18] discovered that teachers who were provided stimuli to promote self-motivation showed a favorable shift in which the degree of discipline among teachers improved when school leaders always encouraged and motivated teachersthe instructor. In fact, the study by Tiop and Talip [53] does not deny this statement, stating that high teacher motivation is always a catalyst to effective leadership demonstrated by principals, particularly for principals who intend to integrate technology and ICT in schools because the presence of teachers who are always motivated and enthusiastic affects the principal's motivation.…”

“…Furthermore, professional learning communities have been identified as a small collaborative team that needs each other, works together, enables effective learning, and provides opportunities for collectively exchanging ideas, reflecting on, and sharing knowledge for the sake of educational sustainability [17]. This is necessary so that the professional learning community practice can be used as a model of organizational management in strengthening teaching in order to achieve the concept of continuous learning, producing quality teacher teaching through collaboration, integration, and leadership sharing among school people [18].…”

“…The government established Professional Learning Community (PLC) in 2011 to improve the quality of teacher teaching and school leadership [18], [20] based on practices used in developed countries to improve student performance [21]. Nonetheless, western researchers have found professional learning community practices difficult to implement [32]- [34], because school personnel continue to lack information and in-depth knowledge about this practice, resulting in the cultivation of professional learning communities [8].…”