STRATEGI KEPALA SEKOLAH DALAMA MENCEGAH KETERLAMBATAN MENGAJAR GURU DI MTS DARUNNAJAH 2 CIPINING BOGOR

Abstract

The role of the school and classroom environment is crucial in shaping teachers’ comfort and readiness to teach, especially with the challenge of distant buildings. This study employs a qualitative approach using a case study method. Data were collected through in-depth interviews with the MTs Principal, MTs Administrative Staff, Head of Educational Administration, and teachers, as well as through direct observation of teaching and learning activities and documentation of prevention programs carried out during the orientation period. The purpose of this study is to identify the principal’s strategies in preventing teacher tardiness and to analyze the supporting and inhibiting factors in its implementation. The findings show that the principal’s strategies are systematic and oriented toward building a disciplined and professional work culture. These strategies include planning disciplinary policies, implementing attendance monitoring, conducting tabkir (teacher mobilization) activities, and carrying out periodic evaluations of teacher attendance. Supporting factors for the success of these strategies include strong leadership by the principal, accurate attendance systems, efficient teaching schedules, cross-institutional synergy, a professional work culture, the provision of rewards, and time management training. However, there are also inhibiting factors, such as the lack of firmness from the principal, administrative burdens, minimal support from teachers and staff, weak sanctions from superiors, the distance between school buildings, the absence of internal transportation facilities, and teacher summons at inappropriate times. In conclusion, the success of the principal’s strategies is determined not only by the policies that are formulated but also by consistency, role modeling, and systemic support from all school elements.