Advances in Social Science, Education and Humanities Research, volume 565 Proceedings of the International Conference on Education Universitas PGRI Palembang (INCoEPP 2021) The Greatly Affect of Leadership, Encouragement and Discipline in Teacher Success Madyahya1*), Happy Fitria2, Syaiful Eddy2 1SD Negeri Ramba 2Universitas PGRI, Palembang, Indonesia *Corresponding author. Email: [email protected] ABSTRACT The objective of this analysis was to evaluate the impact of the Headmaster Leadership Style, Teacher Work Motivation and Teacher Discipline on Teacher Success in partial and simultaneous tests. The total population of teachers in the Babat Supat District of Musi Banyuasin Regency is 294 teachers. Removing the number of samples using the method of sampling in order to obtain a sample size of 75 teachers. Respondents were some of the Babat Supat District teachers, Musi Banyuasin Regency. Study was carried out by circulating surveys using a 5-point Likert - type scale to calculate 60 items of the declaration. The methodology shown is multilinear regression. The outcome of the research can be concluded that the influence of the principal's style of leadership, the motivation of the teacher to work and the discipline of the teacher whether in part or concurrently influence the appearances of the teachers in SD Negeri Babat Supat District of Musi Banyuasin Regency. Keywords: Leadership, Motivation, Discipline and Performance 1. INTRODUCTION importance of the style of leadership they apply in relation to teacher performance [7]. Handayani's One of the characteristics of the educational crisis in research shows there is a major impact between the Indonesia is that teachers have not been able to motivation of the educator to work and the success of demonstrate adequate job efficiency. This indicates that the teacher [8]. Supeno et al's research on the impact of the success of teachers is not completely accompanied encouraging classwork on the performance of English by an appropriate degree of competence of proficiency, teachers [9]. therefore comprehensive efforts need to be made to improve teacher competence [1]. The author also obtained data that out of 35 schools, there were 5 schools with a very uneven proportion of The principal's style of leadership is expected to the number of students and teachers, such as SDN 2 master and have the ability to motivate his subordinates Ramba Jaya, where there were only 23 students, with 8 so that the primary school principal can influence and teachers, and several other schools with almost the same understand what his subordinates need [2]. The success condition. This indicates that there is a problem with the of school management is largely determined by the use leadership of the principal, where the leadership did not of human resources [3]. Ruliaty's research [4] It make optimal use of the teachers in the school. Due to suggests that the effective leadership of Headmaster’s the route being taken, the condition of long distances is has a direct good impact on the success of the teacher. that the area is isolated. Another research indicates that the Headmaster’s leadership style has an impact on the success of English Another problem is that there are about 10% of teachers [5]. teachers who never create innovations in learning, such as teachers who have not applied aspirational learning On the basis of behavioral theory [6], many elements methods to students. Thus, if this problem occurs have an impact on teacher performance. Some of the continuously, it will have a less than optimal impact on elements that are often overlooked are the leadership the learning process. style of the principal and the motivation of the teacher to work. School principals often fail to recognize the Copyright © 2021 The Authors. Published by Atlantis Press SARL. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 15 Advances in Social Science, Education and Humanities Research, volume 565 2. METHODS combination of the three. In this study, the data collection technique used by the researcher was a This method of study is survey data, according to questionnaire to be answered by the respondent on the Imansyah et al [10], which focuses upon this analysis of basis of the situation, observation and documentation objective phenomena to be quantitatively investigated. they experienced. Data collected by using the Likert The sample period is the main data. The study consisted scale model. The predictive analytics methodology of three independent variables, namely leadership (X1), provided simple regression and linear regression with discipline (X2), motivation (X3), while the variable was SPSS For Windows version 25.00. the output of the educator (Y). Quantitative data collection analysis has been 3. RESULTS AND DISCUSSION performed. This analysis approach uses a partial method 1. The Greatly Affect of Leadership on teacher and simultaneous regression methods used to analyze or success test the hypothesis if the author decided to define the impact, or the correlation between the objective variable The pattern of interaction between headmaster in the model. The population of this study was all leadership and teacher success is expressed in the form educators in the SD Negeri Babat Supat District, which of linear regression Y = 12,142 + 0,378 X1; the survey consisted of 294 teachers. This sample was taken by approach of the linear regression are being discussed in researchers using probabilities sampling techniques. the following section. The data collection technique used in this study was based on interviews, questionnaires, observations and a Table 1. The significance of principal leadership on teacher work performance T Test Unstandardized Standardized Coefficients Coefficients Std. Model B Error Beta t Sig. 1 (Constant) 12.142 5.939 2.045 0.044 leadership 0.738 0.107 0.629 6.915 0.000 a. Dependent Variable: Performance Centered on the measure of the value of the Regency, and (3) the school leadership and the headmaster leadership component to the success of involvement of the student council together have a teachers in the Babat Supat District, the t value is positively and significantly impact on the effectiveness 6.915> the t table price is 1.9944 where the t value is of the teachers in SD Negeri at Muara Enim Regency. greater than the t table and the significance value is Suratman et al [12] research results: Research 1) there is 0.000 less than 0.05, so Ho1 agreed that there was a no impact on the success of the teacher by principal major impact on the main steering variable. leadership; 2) there is an effect on the performance of the teacher by the skill of the teacher, and 3) there is at The leadership of the Principal should implement the the same time an effect of the main leadership and principles of democratic leadership in any activity by competence of the teacher on the performance of the involving all parties who have an interest in, or have a teacher. This paper leads to enhancing teacher quality direct relationship with, the Principal. This principle through primary leadership and teacher expertise. should be applied consciously and sincerely, starting with the planning of school programs, the 2. The effect of teacher discipline on teacher implementation and evaluation of results and the performance implementation of the program itself. The leader must The pattern of relationship between principal also be in a position to cooperate with all parties in the leadership and teacher success is represented in the form school environment. of the regression model Y = 12,142 + 0,378 X2. The This analysis is in line with studies conducted by Regression Equation Significance Test can be seen in Imansyah et al [11]. Results have shown that: (1) the table below. primary leadership style has a strong and major influence on the success of the teachers in SD Negeri at Muara Enim Regency (2) the presence of the student council has a positively and significantly impact on the success of the teachers in SD Negeri at Muara Enim 16 Advances in Social Science, Education and Humanities Research, volume 565 Table 2. The significance of teacher discipline variables on teacher work performance Unstandardized Standardized Coefficients Coefficients Std. Model B Error Beta T Sig. 1 (Constant) 7.965 5.556 1.434 0.156 discipline 0.805 0.099 0.690 8.146 0.000 Centered on the statistical significance of the satisfaction with the existence of a transparent motivating variable of the teacher for the success of promotion process. elementary school teachers in Babat Supat District, the t This report is consistent with the Damanik analysis value is 8.015> the price of the table is 1.9944, where study [15]. On the basis of the results of the data review, the t value is greater than the t value of the table and the it is recognized that the impact of the discipline of work 0.000 value is less than 0.05, so Ho1 is accepted. So, on the performance of teachers is 0.288 = 28.8%. To test there is a major impact among the motivating variables whether or not the effect of the work discipline of the of the instructor on the output of the elementary school teacher is significant. Based on the outcome of the test, teachers in the Babat Supat District. it can be seen that in the Sig (significant) column in the Discipline forms an essential role in the Coefficients table above, the Sig value is 0.00 development of individuals who are characterized by (0.05>0.00). The results showed that work discipline excellence. On the basis of the above test results, it is directly affects teacher performance, which means that shown that the discipline of work teachers has no effect if teachers have a high level of work discipline, they in part and is not relevant to the performance of tend to have a high level of performance.