Transformational Leadership and Positive Discipline Culture in Indonesian Public Primary Schools: A Predictive Association Study

Rani Setyawati; supandi supandi; Nurkolis Nurkolis

doi:10.51276/edu.v7i2.1700

Authors

Rani Setyawati Universitas PGRI Semarang
supandi supandi Universitas PGRI Semarang
Nurkolis Nurkolis Universitas PGRI Semarang

DOI:

https://doi.org/10.51276/edu.v7i2.1700

Keywords:

Positive Discipline , Primary Schools , Restorative Practices , School Culture , Transformational Leadership

Abstract

Despite growing policy emphasis on positive discipline in Indonesian schools, empirical evidence on leadership predictors of discipline culture remains limited. This study examines whether principals' transformational leadership is associated with positive discipline culture in Indonesian public primary schools. Using a quantitative ex post facto (correlational) survey design, data were collected from 130 teachers across 20 public primary schools using proportionate stratified random sampling to ensure school-level representation. Teachers completed validated Likert-scale questionnaires measuring transformational leadership (36 items; α = .975) and positive discipline culture (36 items; α = .975). Simple linear regression indicated that transformational leadership significantly predicted positive discipline culture (R² = .579; B = 0.718; p < .001), representing a large effect size (f² = 1.375). This study contributes district-level evidence positioning positive discipline culture as a proximal organizational outcome sensitive to transformational leadership behaviors. Implications for principal professional development, leadership coaching, and district-level supervision are discussed. The cross-sectional, self-report design limits causal inference and generalizability.

Downloads

Download data is not yet available.

Author Biographies

Rani Setyawati, Universitas PGRI Semarang

Despite growing policy emphasis on positive discipline in Indonesian schools, empirical evidence on leadership predictors of discipline culture remains limited. This study examines whether principals' transformational leadership is associated with positive discipline culture in Indonesian public primary schools. Using a quantitative ex post facto (correlational) survey design, data were collected from 130 teachers across 20 public primary schools using proportionate stratified random sampling to ensure school-level representation. Teachers completed validated Likert-scale questionnaires measuring transformational leadership (36 items; α = .975) and positive discipline culture (36 items; α = .975). Simple linear regression indicated that transformational leadership significantly predicted positive discipline culture (R² = .579; B = 0.718; p < .001), representing a large effect size (f² = 1.375). This study contributes district-level evidence positioning positive discipline culture as a proximal organizational outcome sensitive to transformational leadership behaviors. Implications for principal professional development, leadership coaching, and district-level supervision are discussed. The cross-sectional, self-report design limits causal inference and generalizability.

supandi supandi, Universitas PGRI Semarang

He was born in Kebumen on June 21, 1974, earned degrees in Mathematics from Diponegoro University (1997), Bandung Institute of Technology (2004), and Mathematics Education from Universitas Negeri Semarang (2023). He lectures in Mathematics and Educational Management at Universitas PGRI Semarang and currently serves as Dean.

Nurkolis Nurkolis, Universitas PGRI Semarang

He was born on January 31, 1967, and currently serves as the Head of the Master’s Program in Educational Management at the Graduate School of Universitas PGRI Semarang. He is also a lecturer in the same program, actively contributing to academic leadership and educational development.

References

Altemose, M. (2025). Teachers' Openness to Receive Coaching as a Means to Reduce Reliance on Exclusionary Discipline. Leadership and Policy in Schools, 1-23. https://doi.org/10.1080/15700763.2024.2448696

Anggraini, D., Delastri, Y., Asmendri, & Sari, M. (2024). Pengaruh Kepemimpinan Transformasional dalam Mengembangkan Budaya Sekolah di SD. Jurnal Manajemen Pendidikan Al Multazam, 6(1), 17-23. https://doi.org/10.47435/jmpa.v6i1.4

Artina, B. S., Desnasari, D., Fitriyah, F., & Rizkita, R. G. (2019). The Workforce in Indonesian Organizations: An Analysis Based upon the Cultural Dimensions of Hofstede's Model. Diponegoro International Journal of Business, 2(1), 55-62.

Bass, B. M., & Avolio, B. J. (1994). Improving Organizational Effectiveness through Transformational Leadership. Sage Publications.

Cogaltay, N., & Boz, A. (2023). Influence of School Leadership on Collective Teacher Efficacy: A Cross-Cultural Meta-Analysis. Asia Pacific Education Review, 24(3), 331-351. https://doi.org/10.1007/s12564-022-09754-9

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence Erlbaum Associates.

Effendi, Y. R. (2022). Kepemimpinan Transformasional Kepala Sekolah dalam Pengimplementasian Program Pendidikan Karakter di Era Global. JDMP (Jurnal Dinamika Manajemen Pendidikan), 6(1), 17-32. https://doi.org/10.26740/jdmp.v6n1.p17-32

Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical Power Analyses Using GPower 3.1: Tests for Correlation and Regression Analyses. Behavior Research Methods, 41(4), 1149-1160. https://doi.org/10.3758/BRM.41.4.1149

Gerlinger, J., Viano, S., Gardella, J. H., Fisher, B. W., Curran, F. C., & Higgins, E. M. (2021). Exclusionary School Discipline and Delinquent Outcomes: A Meta-Analysis. Journal of Youth and Adolescence, 50(8), 1493-1509. https://doi.org/10.1007/s10964-021-01459-3

Gilleskie, D. B., & Li, C. (2022). The Equity of Exclusionary School Discipline. Economics of Education Review, 90, 102303. https://doi.org/10.1016/j.econedurev.2022.102303

Gregory, A., Huang, F., & Ward-Seidel, A. R. (2022). Evaluation of the Whole School Restorative Practices Project: One-Year Impact on Discipline Incidents. Journal of School Psychology, 95, 58-71. https://doi.org/10.1016/j.jsp.2022.09.003

Heenan, I. W., De Paor, D., Lafferty, N., & McNamara, P. M. (2023). The Impact of Transformational School Leadership on School Staff and School Culture in Primary Schools: A Systematic Review of International Literature. Societies, 13(6), 133. https://doi.org/10.3390/soc13060133

Hofstede, G. (2001). Culture's Consequences: Comparing Values, Behaviors, Institutions and Organizations across Nations (2nd ed.). Sage Publications.

Hollands, F. M., Leach, S. M., Shand, R., Head, L., Wang, Y., Dossett, D., Chang, F., Yan, B., Martin, M., Pan, Y., & Hensel, S. (2022). Restorative Practices: Using Local Evidence on Costs and Student Outcomes to Inform School District Decisions about Behavioral Interventions. Journal of School Psychology, 92, 188-208. https://doi.org/10.1016/j.jsp.2022.03.007

Karadag, E., & Sertel, G. (2025). The Effect of Educational Leadership on Students' Achievement: A Cross-Cultural Meta-Analysis Research on Studies between 2006 and 2024. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432251327645

Kaur, A., & Noman, M. (2015). Exploring Classroom Practices in Collectivist Cultures through the Lens of Hofstede's Model. The Qualitative Report, 20(11), 1794-1811. https://doi.org/10.46743/2160-3715.2015.2379

Kaur, A., & Noman, M. (2020). Educational Leadership and Self-Determination Theory in Collectivist Cultures. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.592

Kemendikbudristek. (2022a). Kurikulum Merdeka: Panduan Implementasi. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi

Kemendikbudristek. (2022b). Panduan Pengembangan Profil Pelajar Pancasila. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Khan, F. (2025). Transformational Leadership and Teacher Work Performance: Mediating Effect of Job Autonomy and Trust in School Principal - Insights from Senior Secondary School Data in India. Educational Management Administration & Leadership, 53(2), 318-338. https://doi.org/10.1177/17411432231172359

KPAI. (2023). Laporan Tahunan Komisi Perlindungan Anak Indonesia 2023. Komisi Perlindungan Anak Indonesia.

KPAI. (2024). Laporan Tahunan Komisi Perlindungan Anak Indonesia 2024. Komisi Perlindungan Anak Indonesia.

Li, Y., & Karanxha, Z. (2022). Literature Review of Transformational School Leadership: Models and Effects on Student Achievement (2006-2019). Educational Management Administration & Leadership, 52(1), 52-74. https://doi.org/10.1177/17411432221077157

Lim, J. H., Rho, E., & Yang, C. (2024). Evidence-Based Practices of Culturally Responsive Social and Emotional Learning (SEL) Programs: A Systematic Review and Meta-Analysis. School Psychology Review, 1-16. https://doi.org/10.1080/2372966x.2024.2432853

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review. International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Mangundjaya, W. L. H. (2019). Is There Cultural Change in the National Cultures of Indonesia? International Journal of Cross Cultural Management, 19(1), 59-77. https://doi.org/10.1177/1470595818822932

Menon, M. E. (2025). Transformational School Leadership and the COVID-19 Pandemic: Perceptions of Teachers in Cyprus. Educational Management Administration & Leadership, 53(2), 339-356. https://doi.org/10.1177/17411432231166515

Nursita, I., Murniati, N. A. N., & Sudana, I. M. (2023). Pengaruh Budaya Sekolah dan Kepemimpinan Kepala Sekolah terhadap Kinerja Guru Sekolah Dasar Negeri. Jurnal Inovasi Pembelajaran di Sekolah, 4(2), 622-631. https://doi.org/10.51874/jips.v4i2.165

Rumfot, S., Lekatompessy, J. E., Kempa, R., & Salenussa, R. E. I. (2024). Pengaruh Kepemimpinan Transformasional Kepala Sekolah dan Budaya Sekolah terhadap Kinerja Guru pada Sekolah Penggerak SMA di Kecamatan Sirimau Kota Ambon. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 5(1). https://doi.org/10.62775/edukasia.v5i1.1052

Samimi, C., Han, T. M., Navvab, A., Sedivy, J. A., & Anyon, Y. (2023). Restorative Practices and Exclusionary School Discipline: An Integrative Review. Contemporary Justice Review, 26(1), 28-47. https://doi.org/10.1080/10282580.2023.2204884

Shramko, M., Beckman, K. J., Gadea, A., Goodhue, E., Davison, M., McCammon, B., & McMorris, B. J. (2023). School Leaders' Perspectives Implementing Whole School Restorative Practices across Grade Levels: A Case Study of a School-Based Pilot Project. School Psychology Review, 53(6), 675-689. https://doi.org/10.1080/2372966x.2023.2224054

Vincent, C. G., Girvan, E., Inglish, J., McClure, H., Van Ryzin, M., Svanks, R., Reiley, D., & Smith, S. (2023). Blending Restorative Practices with Multitiered Support Systems in High Schools before and during the COVID Pandemic: Successes, Challenges, and Adaptations. NASSP Bulletin, 107(3), 218-246. https://doi.org/10.1177/01926365231182689

Weeks, M. R., & Sullivan, A. L. (2024). Systematic Review of the Associations of SWPBS with Exclusionary Discipline and Disproportionality in U.S. Schools. Journal of School Psychology, 106, 101327. https://doi.org/10.1016/j.jsp.2024.101327

Welsh, R. O. (2024). School Leadership, Race, and School Discipline: Examining the Relationship between School Leader-Student Racial Congruence and the Likelihood of Exclusionary Discipline. Race and Justice. https://doi.org/10.1177/21533687241227176

Wu, H., & Shen, J. (2022). The Association between Principal Leadership and Student Achievement: A Multivariate Meta-Meta-Analysis. Educational Research Review, 35, 100423. https://doi.org/10.1016/j.edurev.2021.100423

Yulianti, Surasni, & Nurlaili, L. (2025). Pengaruh Kepemimpinan Transformasional Kepala Sekolah, Kompetensi Pedagogik Guru, Budaya Sekolah, terhadap Layanan Akademik di SD Negeri Kecamatan Bogor Selatan. Global Research and Innovation Journal, X(X), XX-XX. https://doi.org/10.56176/grij.v4i1.823

Zakszeski, B., & Rutherford, L. (2021). Mind the Gap: A Systematic Review of Research on Restorative Practices in Schools. School Psychology Review, 50(2-3), 371-387. https://doi.org/10.1080/2372966X.2020.1852056

Zinsser, K. M., Silver, H. C., Shenberger, E. R., & Jackson, V. (2022). A Systematic Review of Early Childhood Exclusionary Discipline. Review of Educational Research, 92(5), 743-785. https://doi.org/10.3102/00346543211070047