School Organizational Culture Research Articles

Kiai's Transformative Leadership in Developing an Organizational Culture of Islamic Boarding Schools: Multicase Study

This research aims to analyze the transformative leadership of kiai in developing Islamic boarding school organizational culture. The research method used is qualitative with a case study approach. Data collection uses interviews, observation and documentation. Meanwhile, data analysis uses data reduction, data display, and conclusion/verification. The research results show that the leadership role of the Kiai in the Leadership Transformation is related to changes in roles and responsibilities within the Islamic boarding school and the ever-changing society while maintaining the organizational culture of the Islamic boarding school refers to efforts to maintain and develop existing traditions and distinctive identities. In the Islamic boarding school environment Transformative Kiai Leadership at that the Pondok Pesantren Al-Mashduqiah and the Pondok Pesantren Nurul Wafa Besuki, both Islamic boarding schools may stand out by having a clear and strong vision of the desired direction for the Islamic boarding school. This vision may not only be limited to the religious aspect, but also includes personal development, education, and social contribution. These kiai may convey collaborative leadership, and open communication, and be role models for the students in terms of integrity and Exemplary. This cultural development has had a positive impact on cultural development in the two Islamic boarding schools. Fostering a progressive educational culture, Islamic boarding schools become dynamic and relevant learning centers, preparing students to become skilled, knowledgeable individuals and contribute positively to society.

The Influence of Principal Leadership, Teacher Performance, Role of School Committees and Organizational Culture on the Implementation of School-Based Management in High Schools and Vocational Schools in Ende Regency, East Nusa Tenggara Province

The aim of this research is to describe the Principal's Leadership, Teacher Performance, Principal's Role and SBM Implementation, analyze the influence of Principal Leadership, Teacher Performance and the Principal's role simultaneously on the implementation of school-based Management, analyze the influence of Principal Leadership, Teacher Performance and Role The School Committee has a partial impact on the Implementation of School-based Management and finds out which of the Principal's Leadership, Teacher Performance and the role of the School Committee have a dominant influence on the Implementation of School-based Management in High Schools and Vocational Schools in Ende Regency. This research method is descriptive with a quantitative approach. The population in this study was 250 respondents. The sampling technique used random sampling so that the total sample in this study was 154 respondents. Data analysis techniques use descriptive analysis and multiple linear regression analysis. The results of this research show that Principal Leadership, Teacher Performance, Role of School Committees and Organizational Culture simultaneously influence the Implementation of School-Based Management, there is a partial influence of the variables Principal Leadership, Teacher Performance, Role of School Committees and Organizational Culture on the Implementation of School-Based Management and The Organizational Culture variable has a dominant influence on the Implementation of School-Based Management in Ende Regency High Schools and Vocational Schools.

School Culture: Pillars of Organizational Culture in Developing Disciplinary Character

There is a strong relationship between elements of school organizational culture and the results of character achievements in students. In the context of organizational culture, schools strive to build a conducive environmental system so that disciplinary character is formed in students. The vision of Nurul Fikri Islamic Junior High School makes all graduates have leadership characters, namely Smart sholeh and mushlih. The discipline of students towards discipline is the focus of the institution to overcome it. The purpose of this study is to analyze the elements of positive organizational culture prevailing in Nurul Fikri Islamic Junior and Senior High School in developing disciplinary character. The research method used is qualitative with data collection techniques in the form of interviews, documentation, observation and questionnaires. Data analysis techniques use theory according to miles and Huberman with stages of data reduction, data presentation and data verification. The results of the study found that elements of organizational culture in the form of moral and academic leadership, were able to foster disciplinary character in students.

The Influence of Academic Supervision and Organizational Culture on the Professionalism of Public Middle School Teachers in Pemulutan District

Supervision in schools helps teachers and supervisors learn about daily tasks, providing better services to students and schools as effective learning communities. Teacher professionalism is the teacher’s ability to manage learning well. A teacher can manage learning if he masters the subject matter, manages the class well, understands various learning strategies and methods, and uses existing learning media and resources. The principal’s leadership and school organizational culture also play a role in increasing teacher professionalism. A conducive working atmosphere greatly influences the quality of teacher work. Organizational culture influences the performance and systems in schools, influencing school effectiveness. This quantitative research with a descriptive approach aims to reveal the influence of academic supervision and organizational culture on the professionalism of SMP Negeri teachers in the Pemulutan District. The research results show that academic supervision has a significant effect on teacher professionalism, while organizational culture has a significant effect.

Instructional Leadership in The Development of School Organizational Culture: A Literature Review

This study is intended to describe how leadership can contribute to the development of organizational culture in schools. Qualitative methodology with a literature approach is used in the study. Data collection is carried out by reviewing and exploring several journals, books, and documents, as well as data sources and other information that is considered relevant to the study. This study found that the principal's instructional leadership prioritizes its activities on learning by influencing, directing, and guiding teachers in teaching and learning activities so that teachers can provide the best learning services to students. With good leadership, the values developed in the school can be passed on culturally to the students well.

Implementation of Quality Assurance in Smp With School Committees and Participatory Management: A Case Study in Junior High Schools in Indonesia

Purpose: This study aims to determine the influence of school committee, principal leadership, organizational culture, and teacher participation in the implementation of quality assurance in junior high schools. Theoretical framework: Providing educational services that improve student learning outcomes requires ensuring the quality of education in junior high schools. Furthermore, quality assurance equalizes opportunities across the country, protects customers, and plays an important role for students, parents, teachers, and education staff. Current conditions indicate that Quality assurance in junior high schools is currently rated unsatisfactory, with indications that only 46.7% of junior high schools have been accredited to excel, while the remaining 53.3% require improvement. Design/methodology/approach: This research is quantitative research using the Explanatory Survey Method. The population in this study was principals in Junior High Schools throughout two cities and four regencies The sampling technique used in this study is probability sampling technique, using proportionate random sampling. Determination of the number of samples used in this study using the Krejcie table. This study collected 211 data from the principals of various junior high schools in Semarang and surrounding areas using a Likert scale questionnaire. The data analysis technique used is path analysis. Research practical and social implications: The results of the study revealed that the principal's leadership role, organizational culture, and teacher participation had an effect on the implementation of quality assurance in junior high schools, while the school committee had no major effect on school quality assurance. Principals play an important role in increasing teacher participation and creating a positive organizational culture.

Challenges of Islamic Boarding School Organizational Culture in The Millennial Generation and The Digital Era 4.0

Challenges of Islamic Boarding School Organizational Culture in The Millennial Generation and The Digital Era 4.0

Effect of School Organizational Culture on Teacher Leadership

This study used distributed leadership theory to investigate the relationship between a school’s perceived organizational culture and teacher leadership in higher education institutions in eastern China. In total, 509 teachers at universities in eastern China participated in a questionnaire survey through the correlation analysis, regression analysis and other data analysis methods for the result analysis. The results indicated that clan and adhocracy cultures had a significant and positive impact on teacher leadership, while a hierarchical and market cultures had a significant and negative impact.The results revealed the influence of clan culture, adhocracy culture, hierarchical culture and market culture on teacher leadership, and provide suggestions for school administrators on how to improve university teacher leadership through school organizational culture. In addition, the contributions and limitations are discussed at the end of this study.

The Influence of Green School and Organizational Culture on Job Satisfaction and Environmentally Friendly Behavior

In the field of education, teachers are crucial to raising the standard of instruction. They play a crucial role in making sure that school events run well and serve as role models that pupils adore. The two main challenges educational institutions face are low job satisfaction among teachers and concerns about environmental influence. This study aims to determine the direct and indirect effects of implementing green school programs and organizational culture on job satisfaction and environmentally friendly behavior of Vocational High School (SMK) teachers. This study employs quantitative research techniques. 211 teachers responded to a questionnaire that was used togather the data. The data obtained were analyzed using the Partial Least Squares (PLS) method. The results of the study found that green school did not affect job satisfaction, while organizational culture influenced job satisfaction. Job satisfaction affects environmentally friendly behavior. The green school does not affect environmentally friendly behavior either directly or through job satisfaction. Environmentally friendly behavior is not directly influenced by organizational culture, but it is indirectly influenced by job satisfaction. According to this study, job satisfaction can mediate the influence of organizational culture on employees' propensity to behave sustainably, but it cannot, as yet, do the same for the influence of green schools. This finding implies that in increasing the eco-friendly behavior of vocational teachers, school management needs to encourage an increase in teacher job satisfaction by paying attention to the organizational culture adopted by the school.

Penerapan Manajemen Kewirausahaan dalam Aspek Kreativitas dan Inovasi di SMK PGRI 2 Sidoarjo

The ability of a school principal who has an entrepreneurial spirit in terms of innovation can greatly determine the success of the school he leads because within the school principal is able and able to respond to the needs or desires and expectations of the community as an educational service for their children. Therefore, if you want to be successful in leading a school, be a creative and innovative individual in terms of realizing the creative potential that you can have in the form of quality innovation. The process of implementing entrepreneurial management at SMK PGRI 2 Sidoarjo, goes according to predetermined programs. Among them in carrying out entrepreneurship, schools always prepare themselves with Entrepreneurial Planning at SMK PGRI 2 Sidoarjo is an activity to think in advance about things that must be done regarding students at school, both since students will enter school, while at school, and they will graduate from school. What is planned is the things that must be done with regard to the acceptance of students until the graduation of students. School policies identify activities that can be used to achieve the target or goal of student success. In terms of this research approach is qualitative research, in terms of this research, there are problems that can be raised are activities related to giving ideas or ideas in an entrepreneurial spirit carried out by the principal of SMK PGRI 2 Sidoarjo, the result is that the Principal of SMK PGRI 2 Sidoarjo As a knowledge leader always prioritizing the role of the principal as a knowledge leader is a step forward in directing changes in the school's organizational culture. Increasing Creativity is carried out through: a climate of mutual trust and shared commitment; honest and open communication; creative problem solving; and flexible school management processes

Cultural dimensions as key aspects to change and improve school performance: a qualitative study in the Brazilian public schools

PurposeDespite the school organizational culture broad literature, there is still a gap on culture and educational management, mainly in the public environment. To fill out this space, this article wants to point out the cultural factors that creates school management change in the Brazilian public school context.Design/methodology/approachThe sample is a polar multi-case approach with two high performance and two low performance Brazilian schools. The authors conducted 12 interviews, three each school, with school principal, pedagogical coordinator and administrative officer. To analyze the data, the authors applied synthetic analysis to identify the cultural factors and your conduciveness to change in schools.FindingsThe results point out organizational culture as low understood in public municipal schools. These results also indicate the cultural dimensions power distance, uncertainty avoidance, individualism, masculinity, long-term orientation and indulgence as influencers of school management. Therefore, organizational culture is a factor to change and improve performance in public school management.Research limitations/implicationsDespite the low comprehensiveness by the school managers, the authors pointed out the importance of the cultural factors, such as power distance, uncertainty avoidance, individualism, masculinity, long-term orientation and indulgence, in the school management. Future research could assess quantitatively the cultural factors presented here.Social implicationsThe paper provides cultural aspects in the school environment that should be considered in the school management improvement process and school principals’ actions.Originality/valueThe results fulfil the gap of organizational culture and school management in the public sector studies, by pointing out cultural factors of change in the school environment.

The socio-ecological context of school anxiety in adolescents

The current article proposes a socio-ecological framework of school anxiety to explore adolescent school anxiety (through individual characteristics), in relation to the microsystem (through relationships with parents and peers), the mesosystem (through school organizational culture, relationships with teachers), the exosystem (through the extended school community) and the macrosystem (through social norms and government initiatives).Considering that the phenomenon of school anxiety among adolescents has several facets, its analysis in the con-text of psycho-pedagogical and social conditions offers a wider space for understanding the phenomenon. Determinants/risk factors include: individual, family, school, societal factors. The main points of the presented socio-ecological framework of school anxiety are based on analysis of literature and research. The framework and suggested practices would be strengthened using practical intervention and produce more evidence-based data

Hubungan Gaya Kepemimpinan Transformasional Kepala Sekolah dan Budaya Organisasi Sekolah Dengan Kepuasan Kerja Guru SD di Kecamatan Cidahu

This study aims to determine the relationship between the principal's transformational leadership style, organizational culture, and job satisfaction of state elementary school teachers in Cidahu District, Sukabumi Regency. The research design used is descriptive research with a correlational approach. Subjects in this study (N = 163) were taken from the population and became a saturated sample. Data analysis used product moment correlation and multiple linear regression analysis with the help of SPSS v23 for Windows. The research results show that: (1) There is a positive and significant relationship between the transformational leadership style of school principals and teacher job satisfaction, with a correlation value of 0.694. (2) Based on a statistical study using the Pearson correlation test, there is a positive and significant relationship between school organizational culture and teacher job satisfaction with a correlation value of 0.620. (3) The results of multiple regression tests show that the relationship between the transformational leadership style variable of the school principal (X1) and school organizational culture (X2) simultaneously has an impact on teacher job satisfaction (Y), which is equal to 54%.

Peran Kepemimpinan Kepala Sekolah dalam Mewujudkan Merdeka Belajar di Sekolah Kristen

Principal leadership has an essential role in advancing learning activities in schools. This study aims to determine the role of the principal's leadership in realizing the Freedom of Learning in Christian Schools. This study conducted a literature study to collect materials from books, journals, articles, and other sources related to school principals' leadership in realizing Independent Learning in Christian schools. The results of the study indicate that the principal's leadership role is (1) Responsible for teaching, encouraging, and directing the school community, (2) Planning, mobilizing, coordinating, and synchronizing all school resources, (3) Providing support in the implementation of the independent program of activities. Learning by preparing, financing, and documenting, (4) Creating a conducive school organizational culture, (5) Providing motivation, and (6) Carrying out various supervision and control.

Pengaruh Motivasi dan Budaya Organisasi Sekolah terhadap Kinerja Guru melalui Disiplin Kerja

The purpose of this study was to describe motivation, school organizational culture, work discipline and teacher performance in the Office of the Regional Coordinator for Education, Rangsang District, Meranti Islands Regency and to analyze the influence of motivation and school organizational culture on teacher performance with teacher work discipline as an intervening variable. This research using a quantitative approach. The population in this study were 54 teachers in the Regional Coordinating Office for Education, Rangsang District, Meranti Islands Regency, the sample in this study was determined as many as 54 people using the census sampling method. This study uses the SEM method with PLS. The results showed that Motivation, Organizational Culture, Work Discipline and Teacher Performance Coordinator of the Education and Culture Subdistrict District of Rangsang Meranti Islands Regency were good, the effect of motivation on discipline was positive and significant, organizational culture on discipline was positive and insignificant, motivation on performance is positive and significant, organizational culture on performance is positive and not significant, discipline on performance is positive and significant, motivation on performance in intervening work discipline is positive and significant, organizational culture on performance is intervened by discipline work is positive and not significant

The Influence of School Leadership, Educational Infrastructure, and Organizational Culture on Teacher Performance

This study aims to describe the principal's leadership, educational infrastructure, organizational culture and teacher performance at the Dhira Bhakti Malang Foundation; analyze the influence of the principal's leadership on teacher performance at the Dhira Bhakti Malang Foundation; analyze the effect of educational infrastructure on teacher performance, and analyze the influence of organizational culture on teacher performance at the Dhira Bhakti Malang Foundation. The population of this research is the number of teachers at the Dhira Bhakti Malang Foundation 110 teachers. Sample research object using a census. After distributing the questionnaire, only 70 respondents returned. The collected data is processed with a multiple linear regression analysis. The research results show Principal leadership and educational infrastructure have no significant effect on teacher performance. Meanwhile, organizational culture has a significant effect on teacher performance.

The Influence of School Leadership, Educational Infrastructure, and Organizational Culture on Teacher Performance

The Influence of School Leadership, Educational Infrastructure, and Organizational Culture on Teacher Performance

Organizational Culture and Leadership Competence of State Universities and Colleges

Generally, organizational culture varies in different schools. Its role in the development of the school had a greater impact as far as administrators, school heads, and instructors were concerned. This paper intended to identify the culture of the school and determine the leadership competence being practiced and effectively evaluate and assess the educational programs and its implementation in order to achieve the best performance particularly in State Universities and Colleges. Three cultures were involved in the study such as Individualized, Balkanized, and Collaborative. Results show that collaborative culture was the most evident school organizational culture which posted evident and highly evident respectively. There was significant difference in the Collaborative Culture. Leadership competence however, was intended to identify the level being practiced according to the following components as perceived by the respondents to wit, Developing and Communicating VMGO, Data-Based Strategic Planning, Problem Solving, Building High Performance Teams, Coordinating with Others, Leading and Managing Change and Resource Mobilization. It determines the significant differences in the collaborative culture and levels of leadership competence being practiced when respondents were grouped according to three groups and profile variables. The researcher used the descriptive approach involving 161 respondents from three State Universities and Colleges represented, 46 administrators, 24 school heads and 121 instructors. The tools used were frequency count, percentage, mean, T-test, Kruskal Wallis, Mann Whitney U and Spearman Rho. There were significant differences that exist in the level of leadership competence being practiced by school administrators and school heads when grouped according to educational attainment and school address and the null hypothesis was rejected. Significant relationship exists in the collaborative culture and leadership competence of State Universities and Colleges.

교사 효능감과 열의에 따른 군집 유형별 특성 분석

This study is to derive cluster types according to teacher efficacy and enthusiasm of high school teachers by using the 9th year(2020) Gyeonggi Education Panel Study(GEPS) data and to investigate the characteristics of each cluster group. As a result of cluster analysis, the teacher group was categorized into four groups (Upper, Middle, Inactive, and Lower). Next, as the results of the ANOVA(F-test) to analyze the characteristics of each group, ‘the lower group’ was the lowest mean score in the ‘teaching· learning’ variables, and ‘the inactive group’ was the lowest mean score in the ‘school organization’ variables. In addition, as the results of multinomial logistic regression analysis based on ‘the middle group' to explore the main variables that can predict each group, the 'teaching·learning' variables are shown as relatively better predictors for each group than the 'school organization' variables. Based on these research results, implications for improving school organizational culture, teacher management, and teacher training were discussed in the future.

Administrative Practices of School Administrators and Instructional Supervision: Analysis of the Impact Towards School Organizational Culture

The primary objective of this study is to evaluate the influence of school administrators' administrative practices and instructional supervision on school organizational outcomes. This study employed a descriptive-correlational research design with the aid of a standardized questionnaire checklist as the primary tool for data collection. The respondents were Jimenez District teachers for the 2021-2022 academic year. The study found that: (1) school administrators' administrative practices are typically proficient like their roles and responsibilities as educational leaders; (2) school administrators' instructional supervision is typically at a competent level; (3) the school's organizational culture was high; (4) the school administrators' administrative practices do not typically have a significant impact on the school's organizational culture, and (5) school administrators instructional supervision typically have a significant impact on the school's organizational culture but to a significant extent. To strengthen the performance indicators of administrative practices and instructional supervision among school principals, and thereby improve the quality of our current schools, it may be necessary to add to the current policy guidelines.