Kepemimpinan Demokratis Kepala Sekolah dan Internalisasi Budaya Disiplin Guru: Perspektif Teori Budaya Organisasi Schein di SDIT Fajar Ilahi 2 Bengkong Kota Batam
DOI:
https://doi.org/10.59944/jipsi.v5i4.2308Keywords:
Democratic leadership , Discipline culture , Value internalization , Organizational culture , Integrated Islamic schoolAbstract
Teacher discipline is often reduced to rule compliance, whereas sustainable discipline requires a process of value enculturation in school work life. Preliminary observation at SDIT Fajar Ilahi 2 Bengkong, Batam City, revealed that some teachers still entered classrooms after lessons had begun, even though the school holds an A accreditation. This study aims to analyze how the principal's democratic leadership is applied in building a teacher discipline culture, how disciplinary values are internalized through that leadership, and which factors support and hinder it, using Schein's organizational culture theory. A qualitative case study design was employed. Data were collected through observation, semi-structured interviews, and documentation involving the principal, vice principal, and teachers, validated through technique, source, and time triangulation, and analyzed using the Miles, Huberman, and Saldaña model. The study concludes that democratic leadership is enacted in a participatory and directive pattern through deliberation, two-way communication, gradual coaching, and role modeling. Disciplinary values are internalized through understanding, acceptance, habituation, awareness, and consistency, with consistency being the weakest aspect. A religious school culture, role modeling, and foundation support are the main supporting factors, whereas diverse teacher characteristics, administrative workload, and an underdeveloped reward system are the main obstacles. These findings confirm that democratic leadership functions as a culture-embedding mechanism
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