THE EFFECTIVENESS OF PRINCIPAL SUPERVISION IN IMPROVING TEACHER DISCIPLINE THROUGH EDUCATIONAL LANGUAGE PRACTICES AT SMP AL-HIDAYAH

Principal supervision is a crucial element of educational leadership management, particularly when implemented through effective educational language practices. This study aims to analyze the effectiveness of principal supervision in improving teacher discipline through communicative and instructional language use at SMP Al-Hidayah Letda Sujono, Medan. The research focuses on three main aspects: the level of teacher discipline, the effectiveness of principal supervision as reflected in educational language practices, and the supporting and inhibiting factors influencing teacher discipline. A qualitative approach with a case study design was employed. Data were collected through interviews, classroom and school observations, and document analysis. The principal served as the main research subject, while teachers and students acted as supporting informants. The findings reveal that principal supervision conducted through warm, open, and dialogic educational language contributes positively to enhancing teacher discipline, as evidenced by increased compliance with school regulations. Supervisory practices include communicative monitoring of teacher attendance, verbal and written feedback on punctuality, constructive guidance for less disciplined teachers, and appreciative language in the form of rewards for disciplined teachers. The study concludes that adaptive, communicative, collaborative, and participatory supervision grounded in effective educational language practices plays a significant role in fostering teacher discipline and creating a positive school climate.