School Principal's Leadership on Teacher Discipline in the Implementation of the Merdeka Curriculum

Abstract

This study aims to analyze the influence of school principal leadership on teacher discipline in the implementation of the Merdeka Curriculum in elementary schools  across Menyuke Subdistrict. This research employed a quantitative correlational approach, with data collected through closed-ended questionnaires completed by 60 elementary school teachers selected proportionally using proportional random sampling. The research instrument consisted of two main variables: (1) school principal leadership (20 items), and (2) teacher discipline (15 items). Data were analyzed using SPSS version 26 through descriptive statistics, normality tests (Kolmogorov-Smirnov), and Pearson correlation analysis. The results of descriptive statistical tests showed an average leadership score of 80.67 (SD = 8.092) and a teacher discipline score of 65.73 (SD = 6.098), both falling into the high category. The Kolmogorov-Smirnov normality test confirmed that both variables are normally distributed (p = 0.200 > 0.05). These findings provide empirical evidence that school principal leadership plays a substantial role in fostering a culture of teacher discipline, which is a key factor in the successful implementation of the Merdeka Curriculum. Thus, the principal’s role extends beyond that of a manager, serving strategically as a change agent and role model in creating a professional and disciplined work environment.