The Role of Work Discipline, Leadership, And Organizational Culture on Teacher Performance: A Scoping Review
DOI:
https://doi.org/10.59890/ijsas.v4i9.60Keywords:
Work Discipline, Leadership, Organizational Culture, Teacher Performance, Scoping ReviewAbstract
This literature review aims to analyze empirical evidence related to the role of work discipline, leadership, and organizational culture on teacher performance through a scoping review approach. This method was chosen to identify, categorize, and synthesize a wide range of research findings. The scoping review process involved identifying research questions, searching the Google Scholar database, selecting studies based on inclusion criteria (2013–2026, Indonesian-language journal articles), data mapping, and synthesizing and reporting the results. Ten relevant empirical articles were analyzed using a thematic descriptive approach. The results of the study show that work discipline consistently has a positive and significant influence on teacher performance. Leadership, especially transformational and service leadership, has been proven to improve teacher motivation, competence, and performance. Meanwhile, a positive organizational culture plays a role in creating a conducive work environment, increasing collaboration, and strengthening teacher commitment. The findings of this scoping review also revealed a pattern of mutually reinforcing relationships between the three variables in improving teacher performance. Thus, this study confirms that the scoping review approach is effective in providing a comprehensive overview, identifying consistency of findings, and finding research gaps as a basis for developing further studies.
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