Transformational Leadership of School Principals in Strengthening Students’ Disciplinary Character
DOI:
https://doi.org/10.58230/ijier.v3i1.699Keywords:
disciplinary character, elementary school, school culture, school principal, transformational leadershipAbstract
: This study examines the transformational leadership of the principal in strengthening students’ disciplinary character at SD Juara Kota Semarang, including the strategies and factors affecting its implementation. A descriptive qualitative approach was employed, with data collected through in-depth interviews, passive participatory observation, and document analysis involving the principal, vice principal, teachers, students, and parents. Data were analyzed through reduction, display, and conclusion drawing, with credibility established through source and method triangulation. The findings indicate that transformational leadership was manifested through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These dimensions were implemented through six strategies: role modeling, habituation, reinforcement of school regulations, motivation and rewards, supervision and guidance, and parental collaboration. Implementation was supported by leadership capacity, teacher commitment, and school culture, while differences in family and community engagement, student conditions, and the learning environment posed challenges. The study concludes that disciplinary character develops through exemplary leadership, habituation, value internalization, and the formation of a shared school culture.
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