<![CDATA[Teachers have an important role in developing students’ disciplinary character from an early age, especially in first grade when students are still adapting to school rules and routines. This study aimed to describe the role of teachers in developing the disciplinary character of first-grade students at SD Negeri Bumiayu 03. The study employed a qualitative method with a descriptive approach. Data were collected through observation, interviews, and documentation. The main participant was the first-grade teacher, while the principal and first-grade students served as supporting informants. Data validity was examined through source and technique triangulation. Data analysis followed the interactive Miles and Huberman model through data collection, data reduction, data display, and conclusion drawing or verification. The findings indicate that the first-grade teacher performed nine roles in developing students’ disciplinary character: learning resource, advisor, role model, facilitator, classroom manager, demonstrator, mentor, motivator, and evaluator. These roles were implemented through repeated explanations of rules, classroom routines, visual reminders, orderly classroom management, direct modeling, individual guidance, positive reinforcement, advice, monitoring, and follow-up. The study also found that school programs and communication with parents supported discipline formation, while differences in students’ backgrounds and characteristics remained challenges. Overall, teacher roles were implemented well, although systematic evaluation of the effectiveness of learning methods, media, and strategies specifically used to develop discipline still needs to be strengthened.]]>
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