<![CDATA[his study examines how principals manage teacher discipline as an integrated managerial system using the POAC/Fayol framework (planning, organizing, actuating, coordinating, controlling) in two elementary schools with distinct profiles: SDN 214 Perumnas Cijerah (leveraging attendance digital nudging) and SDN Santosa (anchored in the 5S culture: Smile, Greet, Salam, Polite, Courteous). Employing a qualitative case study, participants included principals, grade coordinators, and homeroom teachers directly involved in discipline management. Data were collected through in-depth interviews, participant observation of arrival/class-start/transition/closing routines, and document analysis (SOPs, digital/manual attendance logs, meeting minutes, coaching notes). Analysis followed the Miles, Huberman, and Saldaña interactive model (data reduction, display, and conclusion drawing/verification) with combined deductive coding (management functions) and inductive coding (field-emergent themes). Findings show that teacher discipline improves when managed as a systemic cycle: (a) planning establishes standards, process–outcome indicators, and a data architecture; (b) organizing clarifies roles via SOPs/RASCI and distributed leadership; (c) actuating executes simple, consistent micro-routines (e.g., bell-minus-5, buffer coverage, 5S rituals) supported by digital nudges and micro-coaching; (d) controlling blends dashboards/quick recaps with formative feedback and a coaching-before-sanction escalation matrix; and (e) coordinating through brief, regular huddles/weekly meetings closes the POAC cycle, maintaining adaptiveness. The study concludes that system coherence, leadership role modeling, school culture, and parent partnerships are prerequisites for sustainability, shifting discipline from procedural compliance to a professional habit that protects instructional continuity.]]>
