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Servant Leadership, Motivation, and School Culture as Predictors of Teacher Discipline

Indonesian Educational Administration and Leadership Journal (IDEAL) · Vol. 8 No. 2 (2026) · pp. 14–28

DOI
10.22437/ideal.v8i2.58674
ISSN
2686-3596
Published
2026-07-21
Publisher
Program Studi Adminsitrasi Pendidikan Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

Teacher discipline supports reliable instructional delivery, yet public elementary schools in Solok City continue to face problems involving punctuality, classroom presence, administrative completion, and compliance with professional duties. This study examined servant leadership, teacher motivation, and school culture as predictors of teacher discipline. A quantitative cross-sectional survey involved 221 teachers selected proportionally from 41 schools. Data were collected through four five-point Likert instruments containing 160 valid items. Reliability was strong, with Cronbach’s alpha values from.907 to.969. Separate regressions showed that servant leadership (β =.466), motivation (β =.613), and school culture (β =.289) each positively predicted discipline (p <.001). The combined model was significant, F(3, 217) = 51.893, p <.001, and explained 41.8% of the variance. Motivation remained the strongest positive predictor, followed by servant leadership, whereas school culture produced a negative partial coefficient after shared variance was controlled. The study offers an integrated model for teacher discipline in Indonesian primary education and indicates that school-culture effects require further mediation or multilevel analysis

Collaboration network of the authors

25 authors · 72 co-authorship links · 1 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Diponegoro University
  • Universitas Muslim Indonesia
  • Universitas Negeri Padang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Ahmad SabandiAffiliation unknown3
Rusdinal RusdinalAffiliation unknown3
Widiawati WidiawatiAffiliation unknown2
Hadiyanto HadiyantoDiponegoro University2
Sulastri SulastriUniversitas Muslim Indonesia2
Dwi Fuji HastutiAffiliation unknown1
Irsyad IrsyadAffiliation unknown1
Mardianton MardiantonAffiliation unknown1
Razef ZulkarnainAffiliation unknown1
Hanif AlkadriAffiliation unknown1
Rindah Br NainggolanAffiliation unknown1
Novriyanti AchyarAffiliation unknown1
Ike Fitri WardaniAffiliation unknown1
Lisa PutrianiAffiliation unknown1
Intan Rikha NovaliawatiAffiliation unknown1
Dinda SyahfitriAffiliation unknown1
Ganefri GanefriUniversitas Negeri Padang1
Hardianto HardiantoAffiliation unknown1
Arwildayanto ArwildayantoAffiliation unknown1
Muhammad Nurhisyam Ali SetiawanAffiliation unknown1
Singgih GinanjarAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/IDEAL/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Servant Leadership, Motivation, and School Culture as Predictors of Teacher Discipline</dc:title>
	<dc:creator xml:lang="en">Pujianti, Ninit</dc:creator>
	<dc:creator xml:lang="en">Nellitawati, Nellitawati</dc:creator>
	<dc:creator xml:lang="en">Damanik, Enceria</dc:creator>
	<dc:creator xml:lang="en">Ningrum, Tia Ayu</dc:creator>
	<dc:description xml:lang="en">Teacher discipline supports reliable instructional delivery, yet public elementary schools in Solok City continue to face problems involving punctuality, classroom presence, administrative completion, and compliance with professional duties. This study examined servant leadership, teacher motivation, and school culture as predictors of teacher discipline. A quantitative cross-sectional survey involved 221 teachers selected proportionally from 41 schools. Data were collected through four five-point Likert instruments containing 160 valid items. Reliability was strong, with Cronbach’s alpha values from .907 to .969. Separate regressions showed that servant leadership (β = .466), motivation (β = .613), and school culture (β = .289) each positively predicted discipline (p &amp;lt; .001). The combined model was significant, F(3, 217) = 51.893, p &amp;lt; .001, and explained 41.8% of the variance. Motivation remained the strongest positive predictor, followed by servant leadership, whereas school culture produced a negative partial coefficient after shared variance was controlled. The study offers an integrated model for teacher discipline in Indonesian primary education and indicates that school-culture effects require further mediation or multilevel analysis</dc:description>
	<dc:publisher xml:lang="en">Program Studi Adminsitrasi Pendidikan Universitas Jambi</dc:publisher>
	<dc:date>2026-07-21</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/IDEAL/article/view/58674</dc:identifier>
	<dc:identifier>10.22437/ideal.v8i2.58674</dc:identifier>
	<dc:source xml:lang="en">Indonesian Educational Administration and Leadership Journal (IDEAL); Vol. 8 No. 2 (2026): On Progress; 14-28</dc:source>
	<dc:source>2686-3596</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/IDEAL/article/view/58674/25067</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Ninit Pujianti, Nellitawati Nellitawati, Enceria Damanik, Tia Ayu Ningrum</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
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