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Abstract
Organizational culture plays a crucial role in shaping teacher job performance in public basic schools. This study systematically examines the relationship between organizational culture and teacher motivation, engagement, and instructional effectiveness. Using a systematic literature review approach, the study synthesizes findings from multiple peer-reviewed sources to explore how school culture influences teacher commitment, job satisfaction, and student outcomes. The findings reveal that strong organizational culture characterized by transformational leadership, professional development, recognition systems, and participatory decision-making enhances teacher performance and retention. Conversely, schools with weak or fragmented cultures, bureaucratic inefficiencies, and inadequate support structures experience lower teacher engagement, high turnover, and reduced instructional quality. The study further identifies key cultural elements, including collaboration, workload balance, leadership styles, and innovation, that significantly impact teacher efficiency. Best practices for strengthening organizational culture are highlighted, including leadership training, reducing bureaucratic constraints, fostering mentorship programs, and implementing structured reward systems. These strategies create an environment that supports teacher growth, enhances job satisfaction, and improves student learning outcomes. The study concludes that education policymakers and school administrators must prioritize cultural reforms in public basic schools to sustain teacher effectiveness. Additionally, future research should explore long-term interventions and policy-driven approaches to enhancing school culture in resource-limited settings. This study contributes to educational leadership literature by providing a framework for fostering positive organizational culture in schools, ensuring sustainable teacher motivation and improved educational quality.
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References
- Adeyemi, T. O. (2008). Organizational climate and teachers' job performance in primary schools in Ondo State, Nigeria: An analytical survey. Asian Journal of Information Technology, 7(4), 138-145.
- Amin, M., Shah, R., & Tatlah, I. A. (2013). Impact of principals/directors’ leadership styles on job satisfaction of faculty members. Journal of Research and Reflections in Education, 7(2), 97-112.
- Fitria, H., Wahidy, A., & Sartika, M. (2021). The influence of the principal's leadership and the role of the committee on the teacher discipline. Jurnal Penelitian Guru Indonesia, 6(3), 171-177.
- Ghanney, R. A., Antwi, T. K., & Ali, E. (2017). Organizational culture as predictors of teachers' performance in basic schools in the Ga West Municipality. African Journal of Educational Management, Teaching and Entrepreneurship Studies, 1(1), 1-12.
- Hutabarat, W. (2015). The impact of organizational culture on the performance of teachers in private schools in Indonesia. International Journal of Sciences: Basic and Applied Research, 24(1), 303-315.
- Karadağ, E. (2009). Spiritual leadership and organizational culture: A study of structural equation modeling. Educational Sciences: Theory and Practice, 9(3), 1357-1405.
- Lomotey, S. A. (2021). Organisational culture and employee performance: A case study of The Sanctuary Montessori, Takoradi, Ghana. University of Cape Coast Institutional Repository.
- MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73-84. https://doi.org/10.1080/13603120701576241
- Osei-Owusu, B., & Kwame, A. (2017). School culture and teacher job performance: A comparative analysis. British Journal of Education, 5(9), 108-121.
- Osei-Owusu, B., & Kwame, A. (2017). School culture and teacher job performance: A comparative analysis of the perception of teaching staff in private and public basic schools in Ga South Municipality. British Journal of Education, 5(9), 108-121.
- Prasertcharoensuk, T., Tang, K. N., & Yodmongkol, P. (2015). The impact of organizational culture on teacher learning. Procedia - Social and Behavioral Sciences, 186, 566-572. https://doi.org/10.1016/j.sbspro.2015.04.005
- Sari, D. P., & Susilo, H. (2018). The influence of organizational culture and trust through the teacher performance. International Journal of Scientific & Technology Research, 7(7), 82-86.
- Sari, D. P., & Susilo, H. (2018). The influence of organizational culture and trust through the teacher performance in the private secondary school in Palembang. International Journal of Scientific & Technology Research, 7(7), 82-86.
- Simbolon, M. A., Purba, S., & Rahman, A. (2022). The influence of organizational culture, academic supervision and work motivation on PAUD teacher performance. EAI Endorsed Transactions on Creative Technologies, 9(6), e2. https://doi.org/10.4108/eai.20-9-2022.2324509
- Simbolon, M. A., Purba, S., & Rahman, A. (2022). The influence of organizational culture, academic supervision and work motivation on PAUD teacher performance in Medan Selayang District. EAI Endorsed Transactions on Creative Technologies, 9(6), e2. https://doi.org/10.4108/eai.20-9-2022.2324509
- Tahnia, A., Fitria, H., & Wahidy, A. (2021). The influence of organization culture on teacher performance of elementary school. Jurnal Penelitian Guru Indonesia, 6(3), 164-170. https://doi.org/10.29210/021006jpgi0005
- Yusnita, W. E., Fitria, H., & Mulyadi. (2022). The effect of organizational culture and work motivation on teacher’s performance. Journal of Social Work and Science Education, 3(3), 293-299.
- Zhu, C., Devos, G., & Li, Y. (2011). Teacher perceptions of school culture and their organizational commitment. Asia Pacific Education Review, 12, 319-328. https://doi.org/10.1007/s12564-011-9146-0
References
Adeyemi, T. O. (2008). Organizational climate and teachers' job performance in primary schools in Ondo State, Nigeria: An analytical survey. Asian Journal of Information Technology, 7(4), 138-145.
Amin, M., Shah, R., & Tatlah, I. A. (2013). Impact of principals/directors’ leadership styles on job satisfaction of faculty members. Journal of Research and Reflections in Education, 7(2), 97-112.
Fitria, H., Wahidy, A., & Sartika, M. (2021). The influence of the principal's leadership and the role of the committee on the teacher discipline. Jurnal Penelitian Guru Indonesia, 6(3), 171-177.
Ghanney, R. A., Antwi, T. K., & Ali, E. (2017). Organizational culture as predictors of teachers' performance in basic schools in the Ga West Municipality. African Journal of Educational Management, Teaching and Entrepreneurship Studies, 1(1), 1-12.
Hutabarat, W. (2015). The impact of organizational culture on the performance of teachers in private schools in Indonesia. International Journal of Sciences: Basic and Applied Research, 24(1), 303-315.
Karadağ, E. (2009). Spiritual leadership and organizational culture: A study of structural equation modeling. Educational Sciences: Theory and Practice, 9(3), 1357-1405.
Lomotey, S. A. (2021). Organisational culture and employee performance: A case study of The Sanctuary Montessori, Takoradi, Ghana. University of Cape Coast Institutional Repository.
MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73-84. https://doi.org/10.1080/13603120701576241
Osei-Owusu, B., & Kwame, A. (2017). School culture and teacher job performance: A comparative analysis. British Journal of Education, 5(9), 108-121.
Osei-Owusu, B., & Kwame, A. (2017). School culture and teacher job performance: A comparative analysis of the perception of teaching staff in private and public basic schools in Ga South Municipality. British Journal of Education, 5(9), 108-121.
Prasertcharoensuk, T., Tang, K. N., & Yodmongkol, P. (2015). The impact of organizational culture on teacher learning. Procedia - Social and Behavioral Sciences, 186, 566-572. https://doi.org/10.1016/j.sbspro.2015.04.005
Sari, D. P., & Susilo, H. (2018). The influence of organizational culture and trust through the teacher performance. International Journal of Scientific & Technology Research, 7(7), 82-86.
Sari, D. P., & Susilo, H. (2018). The influence of organizational culture and trust through the teacher performance in the private secondary school in Palembang. International Journal of Scientific & Technology Research, 7(7), 82-86.
Simbolon, M. A., Purba, S., & Rahman, A. (2022). The influence of organizational culture, academic supervision and work motivation on PAUD teacher performance. EAI Endorsed Transactions on Creative Technologies, 9(6), e2. https://doi.org/10.4108/eai.20-9-2022.2324509
Simbolon, M. A., Purba, S., & Rahman, A. (2022). The influence of organizational culture, academic supervision and work motivation on PAUD teacher performance in Medan Selayang District. EAI Endorsed Transactions on Creative Technologies, 9(6), e2. https://doi.org/10.4108/eai.20-9-2022.2324509
Tahnia, A., Fitria, H., & Wahidy, A. (2021). The influence of organization culture on teacher performance of elementary school. Jurnal Penelitian Guru Indonesia, 6(3), 164-170. https://doi.org/10.29210/021006jpgi0005
Yusnita, W. E., Fitria, H., & Mulyadi. (2022). The effect of organizational culture and work motivation on teacher’s performance. Journal of Social Work and Science Education, 3(3), 293-299.
Zhu, C., Devos, G., & Li, Y. (2011). Teacher perceptions of school culture and their organizational commitment. Asia Pacific Education Review, 12, 319-328. https://doi.org/10.1007/s12564-011-9146-0