Budaya Kerja Disiplin Positif: Strategi Pemberdayaan Guru

Purwanti, Purwanti
Rahman, Arif
Rahma, Raihani
Lyana, Sisca
Puteri, Nazarni Dara
Fitriadi, Muhammad
Suriansyah, Ahmad
Purwanti, Ratna

Empiricism Journal
Vol. 7 No. 2: June 2026

Penelitian tentang budaya organisasi dan disiplin kerja guru telah banyak dilakukan, tetapi kajian yang secara khusus menempatkan budaya kerja disiplin positif sebagai strategi pemberdayaan guru masih terbatas. Penelitian ini bertujuan mendeskripsikan penerapan budaya kerja disiplin positif serta menganalisis peran kepala sekolah dalam membangun lingkungan kerja yang mendukung profesionalisme guru secara sistematis, konsisten, dan berkelanjutan. Penelitian menggunakan pendekatan kualitatif deskriptif dan dilaksanakan di SMP Negeri Candi Laras 1 Tapin, Kalimantan Selatan. Informan terdiri atas satu kepala sekolah dan dua guru yang dipilih secara purposive berdasarkan keterlibatan dan pengalaman mereka dalam pelaksanaan budaya kerja sekolah. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa kepala sekolah berperan sebagai komunikator, teladan kedisiplinan, motivator, dan fasilitator pengembangan profesional. Budaya kerja disiplin positif diwujudkan melalui komunikasi partisipatif, pembinaan humanis, keteladanan, pelibatan guru dalam pengambilan keputusan, serta dukungan terhadap peningkatan kompetensi. Penerapan budaya tersebut berkontribusi pada peningkatan motivasi, tanggung jawab, profesionalisme, dan keterlibatan guru dalam pengembangan sekolah. Dengan demikian, budaya kerja disiplin positif berpotensi menjadi strategi pemberdayaan guru yang humanis, partisipatif, dan berkelanjutan untuk memperkuat kualitas pendidikan. Positive Discipline Work Culture: Teacher Empowerment Strategies Abstract Research on organizational culture and teacher work discipline is extensive; however, studies that position a positive discipline work culture as a strategy for teacher empowerment remain limited. This study aimed to describe the implementation of a positive discipline work culture and analyze the principal’s role in creating an environment that supports teacher professionalism. A descriptive qualitative approach was employed at SMP Negeri Candi Laras 1 Tapin, South Kalimantan. The participants comprised one principal and two teachers selected purposively based on their involvement and experience in implementing the school’s work culture. Data were collected through semi-structured interviews, observations, and document analysis and analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. Data credibility was strengthened through source and method triangulation. The findings indicate that the principal served as a communicator, role model for discipline, motivator, and facilitator of professional development. Positive discipline was manifested through participatory communication, humanistic guidance, exemplary conduct, teacher involvement in decision-making, and support for competency development. These practices contributed to teachers’ motivation, responsibility, professionalism, and participation in school development. Therefore, a positive discipline work culture can serve as a humanistic, participatory, and sustainable teacher empowerment strategy for improving educational quality.