<![CDATA[Teacher work discipline plays a crucial role in education; however, issues such as tardiness in teaching still persist. This study analyzes the influence of principal supervision, organizational culture, and work motivation on the work discipline of elementary school teachers in Kranggan District. The study involved a sample of 133 teachers from a population of 200, with data analysis using regression tests, correlation tests, and determination tests. The results indicate that principal supervision significantly affects teacher work discipline by 62.1%, with the highest contribution in the dimension of interpersonal relationship building and the lowest in problem-solving support. Organizational culture influences teacher work discipline by 60.3%, with the highest contribution from the innovation dimension and the lowest from attention to detail. Work motivation has the strongest influence at 65.2%, with the highest contribution from recognition and appreciation and the lowest from the work environment. Simultaneously, principal supervision, organizational culture, and work motivation collectively influence teacher work discipline by 62.9%. ABSTRAKDisiplin kerja guru berperan penting dalam pendidikan, namun masih ditemukan berbagai permasalahan seperti ketidaktepatan waktu mengajar. Penelitian ini menganalisis pengaruh supervisi kepala sekolah, budaya organisasi, dan motivasi kerja terhadap disiplin kerja guru SD Negeri di Kecamatan Kranggan. Sampel penelitian sebanyak 133 guru dari populasi 200 guru, dengan analisis data menggunakan uji regresi, korelasi, dan uji determinasi. Hasil penelitian menunjukkan bahwa supervisi kepala sekolah berpengaruh signifikan terhadap disiplin kerja guru sebesar 62,1%, dengan kontribusi tertinggi pada dimensi menciptakan hubungan antarpribadi dan terendah pada membantu memecahkan masalah. Budaya organisasi berpengaruh 60,3%, dengan dimensi inovatif memberikan kontribusi tertinggi dan berorientasi detail terendah. Motivasi kerja memiliki pengaruh 65,2%, dengan kontribusi tertinggi pada pengakuan dan penghargaan serta terendah pada lingkungan kerja. Secara simultan, supervisi kepala sekolah, budaya organisasi, dan motivasi kerja memberikan pengaruh 62,9% terhadap disiplin kerja guru.]]>
