The Role of Work Discipline, Leadership, And Organizational Culture on Teacher Performance: A Scoping Review

Abstract

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.