Strategi Kepala Sekolah dalam Mengatasi Keterlambatan Guru Melalui Fingerprint di SMP Negeri 9 Palembang

Abstract

This study aims to describe and analyze the strategies used by the principal
to address teacher tardiness through the implementation of a fingerprint
attendance system at SMP Negeri 9 Palembang. The study employs a
descriptive qualitative approach, utilizing data collection techniques such
as interviews, observations, and documentation. Data analysis was
conducted using the Miles and Huberman model, which includes data
reduction, data presentation, and drawing conclusions. This study utilized
Sergiovanni’s (2005) theory of educational leadership, which encompasses
five main dimensions: (1) technical leadership, which refers to the
principal’s ability to plan, organize, and supervise; (2) humanistic
leadership, which refers to the ability to motivate and empower teachers;
(3) educational leadership, which refers to the ability to enhance learning;
(4) symbolic leadership, which refers to the ability to serve as a role
model; and (5) cultural leadership, which refers to the ability to build a
strong organizational culture. These five dimensions must be integrated to
create effective leadership in improving the quality of education, including
in enhancing teacher work discipline. The research results indicate that
school principals implement various strategies to improve teacher
discipline, namely the use of fingerprint attendance systems as an objective
tool for monitoring attendance, imposing sanctions for disciplinary
violations, providing motivation, setting an example in punctuality, and
conducting periodic evaluations of teacher attendance data. The
implementation of these strategies has proven effective in increasing
teachers’ awareness and work discipline, particularly regarding
punctuality in arriving at school. Thus, the school principal’s consistent
and technology-based strategies play a crucial role in addressing teacher
tardiness and fostering a culture of discipline within the school.