The Effect of the Headteacher’s Supervision on Teachers’ Work Discipline in State Secondary Schools throughout the Pariaman Tengah District

Pengaruh Supervisi Kepala Sekolah terhadap Disiplin Kerja Guru di Sekolah Menengah Pertama Negeri se-Kecamatan Pariaman Tengah

Abstract

This research is motivated by problems in the work discipline of teachers, the reality in the field shows that there are problems such as teachers who have not fully worked according to procedures, lack of work ethics, and facilities that have not been used properly. In addition, the supervision of school principals as an effort to develop discipline is also considered to have not been carried out optimally. This study aims to find out whether there is a significant influence between the principal's supervision of teachers' work discipline in State Junior High Schools in Central Pariaman District and how much this influence contributes. This study uses an associative quantitative approach with experimental methods. The research population includes all State Junior High School teachers in Central Pariaman District totaling 109 people, with a sample of 88 teachers determined through proportionate random sampling techniques. Data was collected using a closed questionnaire instrument with a Likert scale that has been tested for validity and reliability. The data analysis technique used was a simple linear regression analysis with a significance level of 5% (0.05). The results of statistical analysis show that there is a positive and significant influence between the principal's supervision of teachers' work discipline. This is evidenced by the significance value of the hypothesis test of 0.001 (p < 0.05) and the calculated t value of 3.318 which is greater than the t of the table of 1.662. Based on the determination coefficient (R Square) test, the principal supervision variable contributed 11.4% to teachers' work discipline, while the remaining 88.6% was influenced by other factors that were not studied. Descriptively, the level of teachers' work discipline is in the category of "Quite High" (78.62%) and the implementation of supervision of the principal is in the category of "Quite Good" (76.80%). These findings reinforce the theoretical assumption that consistent and structured supervision by school principals plays an important role in improving teacher discipline.