RETHINKING SCHOOL GOVERNANCE FOR TEACHER DISCIPLINE AND PERFORMANCE IN URBAN ISLAMIC EDUCATION AT MADRASAH ALIYAH NEGERI KAPUAS
DOI:
https://doi.org/10.32332/akademika.v31i1.13816Keywords:
Educational Governance; Certified Teacher Performance; Discipline; Accountability; Humanistic Work CultureAbstract
Effective school governance plays a crucial role in strengthening teacher discipline and performance, particularly among certified teachers. Previous studies have predominantly focused on formal governance mechanisms, such as regulations, accountability, and supervision, while paying comparatively limited attention to communication and workplace culture. This study examines how good school governance is implemented to strengthen the discipline and performance of certified teachers at Madrasah Aliyah Negeri Kapuas. A qualitative case study design was employed. The study included 45 certified teachers, and informants included the principal, vice principals, certified teachers, and educational staff selected through purposive sampling. Data were collected through in-depth interviews, participant observation, and document analysis, with interviews conducted in May 2026. Data were analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing. Triangulation, prolonged engagement, and member checking strengthened credibility. The findings reveal that governance is implemented through regular coordination meetings, clear task distribution, established work regulations, and continuous supervision. Direct monitoring of teacher attendance and activities, complemented by internal reports and coordination, strengthens discipline through guidance rather than punishment alone. Open organizational communication and humanistic leadership help teachers understand and accept institutional policies. These practices are reflected in teacher attendance, adherence to teaching schedules and institutional regulations, instructional preparedness, completion of teaching-related administrative tasks, and participation in madrasah programs. However, variations in teachers’ levels of discipline remain a challenge. The study demonstrates that good school governance is a dynamic process that integrates accountability, leadership, communication, and workplace culture in efforts to strengthen teacher discipline and performance.
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