<![CDATA[This study examines the influence of the principal's role (X₁) and school culture (X₂) on student discipline (Y) at SD Inpres 24 Folley, Raja Ampat Regency. The research aims to determine: (1) the effect of the principal’s role on student discipline; (2) the effect of school culture on student discipline; and (3) the combined effect of the principal’s role and school culture on student discipline. An ex-post facto quantitative research method was employed. The population comprised 12 Grade VI students, and saturated sampling (census) was applied, resulting in all 12 students serving as the research sample. Data were collected through a structured questionnaire and analysed using descriptive statistics and multiple linear regression with SPSS version 25. Prerequisite assumption tests (normality, linearity, and multicollinearity) were conducted prior to hypothesis testing. Normality testing (Kolmogorov-Smirnov) yielded an asymptotic significance of 0.200 (> 0.05), confirming normal data distribution. Linearity testing showed deviation-from-linearity significance values of 0.056 (X₁) and 0.263 (X₂), both exceeding 0.05. Multiple linear regression analysis produced the equation: Y = 68.890 + 0.399X₁ − 0.296X₂. Descriptive analysis classified all three variables in the “high” category: principal’s role (M = 48.08), school culture (M = 60.25), and student discipline (M = 70.25). Hypothesis testing via t-tests confirmed that the principal’s role has a positive and significant effect on student discipline (t-value = 0.907 > t-table = 0.00; R² = 0.76%). School culture similarly has a positive and significant effect on student discipline (t-value = 91.166 > t-table = 0.00; R² = 0.51%). H₀ is rejected and H₂ is accepted for both hypotheses. It is concluded that the principal’s role and school culture are key enabling factors of student discipline at SD Inpres 24 Folley, Raja Ampat Regency.]]>
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