Examining the Influence of Principal Leadership, Work Motivation, and Organizational Culture on Teacher Performance in Junior High Schools
DOI:
https://doi.org/10.62385/jepams.v2i2.208Keywords:
teacher performance, work motivation, Principal leadershipAbstract
This study examines the influence of principal leadership, work motivation, and organizational culture on teacher performance in junior high schools in the Pundong Bantul Sub-District. A quantitative approach was employed using a survey method. Data were collected through questionnaires distributed to 110 teachers selected from a population of 150 teachers using the Slovin sampling technique. The data were analyzed through validity and reliability testing, classical assumption tests (normality, heteroscedasticity, and multicollinearity), and multiple linear regression analysis. The results indicate that principal leadership, work motivation, and organizational culture simultaneously have a significant effect on teacher performance, as evidenced by the F-test result (F = 72.552, p < 0.001). The regression analysis confirms that these variables jointly contribute meaningfully to variations in teacher performance. This finding reinforces theoretical perspectives that emphasize the integrated role of leadership, motivational factors, and organizational culture in shaping teacher performance. Practically, the results suggest that school management should strengthen leadership practices, foster a supportive organizational culture, and enhance teacher motivation as strategic efforts to improve teacher performance at the junior high school level.
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