<![CDATA[Student discipline is an important component of a conducive educational environment, yet violations such as tardiness, incomplete school attributes, and leaving class without permission may still occur. This study aims to describe the role of teachers in fostering student discipline at MTs Jam’iyah Mahmudiyah Tanjung Pura. The study used a qualitative descriptive approach. Data were obtained through interviews with a guidance and counseling teacher, students, and a school informant. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings indicate that teachers foster discipline through supervision, habituation, advice, reprimands, educational consequences, and communication with parents when violations recur. Morning assemblies are used to check attendance-related readiness and student attributes, while students who arrive late may receive cleanliness duties as a form of educational consequence. Repeated violations may be followed by parent contact to strengthen guidance and encourage behavioral improvement. Teachers also provide direction and reminders to help students understand the importance of complying with school rules and developing responsible habits. These efforts demonstrate that discipline building is not limited to responding to violations but also involves preventive guidance and continuous monitoring. The findings suggest that teacher involvement in discipline building is implemented through preventive, corrective, and follow-up actions. However, student compliance is not yet uniform, indicating the need for consistent supervision, communication, and cooperation between teachers, students, and parents to strengthen discipline development within the school environment.]]>
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