Electronic Theses and Dissertation

Servant leadership berperan penting dalam menciptakan budaya inovasi dan disiplin kerja guru dengan membangun kepercayaan, mendengarkan kebutuhan serta mendukung pengembangan profesional guru. pemimpin yang melayani memberi ruang bagi guru untuk berinovasi, memberikan tanggung jawab lebih, serta menumbuhkan rasa kolaborasi. adapun tujuan penelitian ini adalah untuk mengetahui peran servant leadership dalam menerapkan budaya inovasi disiplin kerja di kalangan guru di sdn wilayah v mutiara kabupaten pidie. penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif, dan pengumpulan data melalui observasi, wawancara, dan dokumentasi. teknik analisis data melalui reduksi data, penyajian data, dan penarikan kesimpulan. berdasarkan temuan penelitian, didapati bahwa: (1) peran servant leadership dalam menerapkan budaya inovasi disiplin kerja guru dilakukan dengan melayani/mengutamakan kepentingan orang lain tanpa imbalan dan kekuasaan untuk diri sendiri, membangun hubungan yang baik dengan seluruh stakeholder, meningkatkan kedisiplinan dan kinerja guru, membangun budaya yang peduli pada pertumbuhan orang lain, serta membangun komunitas di lingkungan sekolah; (2) strategi servant leadership dalam menerapkan budaya inovasi disiplin kerja guru dimulai dengan menjalin komunikasi yang baik antara kepala sekolah dan guru, mendengarkan dan memahami kebutuhan serta tantangan yang dihadapi guru, memberikan dukungan dan sumber daya yang diperlukan untuk berinovasi, mendorong kerjasama antar guru, menetapkan peraturan disiplin waktu dan tanggung jawab, serta memberikan contoh tentang kedisiplinan; (3) kendala yang dihadapi oleh servant leadership dalam menerapkan budaya inovasi disiplin kerja guru yaitu karena adanya perilaku menolak terhadap perubahan, kurangnya konsistensi dan kesadaran guru tentang aturan disiplin, kurangnya sumber daya atau fasilitas pendukung untuk mendukung inovasi, perbedaan persepsi antara kepala sekolah dan guru mengenai konsep inovasi dan disiplin, kurangnya dukungan dari pemerintah dan orang tua, serta tantangan dalam mengelola waktu untuk pelatihan atau pengembangan profesional.

Servant leadership played a significant role in fostering a culture of innovation and work discipline among teachers by building trust, attending to their needs, and supporting their professional development. Servant leaders provided space for teachers to innovate, delegated greater responsibilities, and cultivated a spirit of collaboration. This study aimed to examine the role of servant leadership in implementing a culture of innovation and work discipline among teachers in public elementary schools within District V Mutiara, Pidie Regency. A qualitative approach was employed using a descriptive research design. Data collection was conducted through observation, interviews, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The findings revealed that: (1) The role of servant leadership in fostering a culture of innovation and work discipline among teachers was realized through prioritizing the interests of others without seeking personal gain or self-authority, establishing positive relationships with all stakeholders, enhancing teacher discipline and performance, cultivating a culture that cared for the growth of others, and building communities within the school environment; (2) The strategies employed by servant leaders in promoting a culture of innovation and work discipline included establishing effective communication between school principals and teachers, listening to and understanding the needs and challenges faced by teachers, providing necessary support and resources for innovation, encouraging collaboration among teachers, setting rules regarding punctuality and responsibilities, and exemplifying discipline behavior; (3) The challenges faced by servant leaders in implementing this culture included resistance to change, a lack of consistency and awareness among teachers regarding disciplinary regulations, insufficient resources or facilities to support innovation, different perceptions between principals and teachers concerning the concepts of innovation and discipline, limited support from government and parents, and difficulties in managing time for training or professional development.