The Contribution of Organizational Culture in Schools to Improving Teacher Performance

Abstract

The role of organizational culture in improving school quality cannot be ignored, such as hard work habits, responsibility, relationships between school members, and efforts to improve quality. Meanwhile, teacher performance is very important for academic achievement. This study aims to reveal the extent of the role of organizational culture in schools in improving teacher performance. The approach used in this study is qualitative by using the narrative literature review method. The results of this study indicate that the role of organizational culture on teacher performance is very large. However, the implementation of organizational culture faces various obstacles, such as the socialization of regulations that have not been maximized, teachers who have not been disciplined, and in general, school residents who are comfortable with their previous habits. The influence of organizational culture on teacher performance and teacher motivation is quite significant. What needs to be anticipated are the implications because organizational culture that has been embedded for a long time sometimes becomes an obstacle to the change process.

This study aims to test and find out (1) the effect of leadership style on teacher work motivation, (2) the effect of the work environment on teacher work motivation, (3) the effect of leadership style on teacher performance, (4) the effect of work environment on teacher performance (5) the effect of motivation work on teacher performance. This study uses a quantitative approach using path analysis through SPSS statistical analysis software. Leadership style positively affects motivation, with  significan

“…The performance of educational institutions is very dependent on teachers; therefore, a school principal must be able to provide strong work motivation to achieve work results that do not disappoint (Nurdin, 2019). Teacher performance is behavior or response that gives results that refer to their actions in solving the problems they face (Yamin & Maisah, 2010;Rizal & Nurjaya, 2020;Syaputra & Santosa, 2022). In addition, teacher performance can also be interpreted as the result of the achievement of a teacher who carries out tasks based on skills, experience, time, and the output he produces, which is reflected in quality and quantity.…”