Classroom Discipline and Supportive Work Environments as Determinants of Teacher Performance in Islamic Junior Secondary Schools
Keywords:
Classroom Discipline, Work Environment, Teacher Performance, DESM, Islamic EducationAbstract
This study investigates the extent to which classroom discipline and the organizational work environment shape teacher performance in State Madrasah Tsanawiyah Negeri (MTsN) institutions located in Jakarta. Grounded in a convergent mixed-methods design, quantitative data were gathered from 224 respondents (comprising 142 teachers, 8 principals, 38 administrative personnel, and 36 students) across two MTsN institutions through standardized survey instruments and subjected to Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. Complementary qualitative evidence was obtained through semi-structured, in-depth interviews and subsequently examined using thematic analysis. Quantitative results confirm that both classroom discipline and the work environment exert a statistically significant positive influence on teacher performance (p < 0.05), with classroom discipline demonstrating the stronger predictive effect. Qualitative findings reveal that procedural consistency, collegial solidarity, and congruence with Islamic educational values constitute the primary catalysts for performance enhancement. The synthesis of these two data strands yielded the Discipline-Environment Symbiosis Model (DESM), a conceptual framework foregrounding the mutually reinforcing relationship between structured classroom management and a nurturing institutional environment as foundational conditions for effective pedagogy. This model advances value-based educational management theory and furnishes actionable guidance for policymakers and school administrators seeking to design evidence-informed interventions for improving teacher performance. Future research is encouraged to validate the DESM across diverse educational levels and sociocultural settings to strengthen its external validity.
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