The Influence of School Principal Leadership Style, School Culture, and Achievement Motivation on Teacher Work Discipline:  A Quantitative Study in Public Junior High School

Fitriyati Dyah Permatasari; Soedjono; Aryo Andre Nugroho

doi:10.17977/um005v10i22026p267-280

Authors

Fitriyati Dyah Permatasari Universitas Persatuan Guru Republik Indonesia Semarang
Soedjono Universitas Persatuan Guru Republik Indonesia Semarang
Aryo Andre Nugroho Universitas Persatuan Guru Republik Indonesia Semarang https://orcid.org/0000-0003-3147-923X

DOI:

https://doi.org/10.17977/um005v10i22026p267-280

Keywords:

principal leadership, school culture, achievement motivation, teacher work discipline, educational management, inclusion

Abstract

Teacher work discipline is a crucial determinant of educational quality, as it reflects teachers’ professional commitment and consistency in carrying out instructional responsibilities. In inclusive education settings, teacher discipline also involves consistency in implementing differentiated instruction and in responding to diverse learner needs, including those of students with disabilities. However, teacher discipline is not solely an individual attribute but is influenced by organizational and psychological factors within the school environment. This study aims to examine the effects of principal leadership, school culture, and achievement motivation on teacher work discipline in public junior high schools in North Pekalongan District, Pekalongan City. The study was conducted in public schools that implement inclusive education, where teachers manage heterogeneous classrooms. A quantitative survey design was employed, involving 118 teachers selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires and analyzed using multiple linear regression. The results indicate that principal leadership, school culture, and achievement motivation each have a positive and significant effect on teacher work discipline. School culture emerged as the most dominant factor. These findings suggest that teacher discipline in inclusive contexts is shaped by structural, cultural, and psychological factors that support responsiveness to learner diversity. This study provides empirical evidence and highlights the importance of strengthening inclusive school culture, leadership practices that support diversity, and teacher professional development.

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