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Eduvest – Journal of Universal Studies Volume 3 Number 3, March, 2023 p- ISSN 2775-3735-
e-ISSN 2775-3727 |
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THE INFLUENCE OF PRINCIPAL LEADERSHIP AND
ORGANIZATIONAL CULTURE ON THE WORK
COMMITMENT OF PUBLIC HIGH SCHOOL TEACHERS |
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Rudi Pranata, Syahril* Education Administration, Universitas Negeri Padang,
Indonesia *Corresponding Author Email: [email protected]* |
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ABSTRACT |
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This research
is motivated by the author's observations regarding the influence of the
principal's leadership and organizational culture on the work commitment of
teachers at SMA Negeri Pasaman Barat which shows that the principal's
leadership and organizational culture are still not good and teacher work
commitment is still low. The purpose of this study was to obtain data and
information about (1) the positive influence of the principal's leadership on
the work commitment of teachers of West Pasaman District Senior High School,
(2) the positive influence of organizational culture on the work commitment
of teachers of West Pasaman District Senior High School, and (3) The
influence of positive leadership of the principal and organizational culture
on the work commitment of West Pasaman Regency State Senior High School
teachers. This research is a correlational quantitative research with
associative type. The results of the
data analysis show that there is a significant influence between the principal's
leadership on teacher work commitment with tcount>ttable (2.578>1.660).
There is a significant influence between organizational culture and teacher
work commitment with tcount>ttable (6.937>1.660). There is a
significant influence between the principal's leadership and organizational
culture on teacher performance with a value of Fcount>Ftable (40.629 >
3.09), so there is a significant influence between the principal's leadership
and organizational culture together on teacher work commitment. The regression
table shows a constant value of 32.864 and a regression coefficient of the X1
variable of 0.263 and a regression coefficient of the X2 variable of 0.646 |
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KEYWORDS |
Leadership; organizational
culture; work commitment |
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This work is licensed under a Creative
Commons Attribution-ShareAlike 4.0 International |
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INTRODUCTION
Teachers are people who play a very important role in the implementation of
education in schools (Manora, 2019).
Therefore, teachers need to carry out their duties as well as possible.
Many factors influence the teacher in carrying out the task. One of the success
factors for the teacher is the teacher's work commitment.
According to Darmawan (2013) work commitment is a
person's agreement with himself and one's sincerity in doing things with full
sense of responsibility and full of awareness, actively involved and loyal to
tasks. A person who is highly committed is characterized by discipline, a high
sense of concern, loyalty, responsibility, taking an active role in the
progress of the organization in which he works (Inggriani et al., 2021).
The teacher's commitment to his duties is a very important aspect because
someone who has a high commitment will influence the teacher's behavior at work
(Sholikhah & Frianto, 2022).
If the teacher has a high work commitment at work, then this will
achieve effectiveness and success in educational goals. This commitment can be
shown from the spirit of teaching and will do its best for the advancement of
education.
A high teacher's commitment to duty, authority and responsibility will lead
to high results, so as to make a meaningful contribution to the school (Gemnafle & Batlolona, 2021; Sinen,
2017).
On the contrary, low commitment will bring destruction to the school.
Therefore, it is expected that teachers have a full commitment to their work
and school organization. The teacher who has a high commitment, will work to
the maximum, devote his attention, thoughts, energy and time, he does what is
expected by the institution or organization in which he works (Susanto, 2016). Realizing the importance of the role of
teachers, the government has made various efforts in improving the commitment
and quality of teachers, for example by equipping school facilities and
infrastructure and improving the technical abilities of teachers through
upgrading, training, seminars, workshops, educational qualifications,
deliberations of subject teachers and providing the widest possible opportunity
to continue education to a higher level.
Based on the author's observations from July 18 to July 29, 2022 at the
Kabupatan West Pasaman Senior High School (SMA), it shows that the teacher's
work commitment has not fully gone well. This can be seen from the following
phenomena: 1) teachers often do activities outside of their work during
teaching hours, this can be seen from the presence of teachers who use their
time to rest and leave the classroom just to gather and chat with colleagues,
2) teachers often come to class late, this can be seen from the still existing
teachers who come not in time and there are still teachers who are still
procrastinating work such as rpp which
unfinished, teaching as it is, not yet checked student assignments
causing tasks to accumulate, 3) teachers have not been fully actively involved
in participating in school activities, 4) teachers in carrying out their duties
still attach importance to personal interests rather than the interests of schoolwork
for example not entering on the grounds that no one takes care of children at
home.
The low commitment of teachers' work is thought to be a result of the
principal's leadership who is still underprivileged in implementing how the
leadership is. The results of research conducted by Husnah (2021) show that the leadership of
the principal has a significant effect on teacher commitment with a coefficient
value of 0.438. Based on the results of the author's observation, it was found
that principals in carrying out their leadership tend to display rigid
behavior, and are not strict with the rules that have been made, besides that
principals tend to give different treatment from one teacher to another.
In addition, the factor that affects the teacher's work commitment is the
organizational culture factor. Organizational culture refers to a system of
shared meanings embraced by members that distinguishes the organization from
other organizations (Arianty, 2015).
Based on the phenomena that the author encountered in the field, it
shows that organizational culture has not been implemented properly, such as
the following phenomena: 1) teachers still do not cooperate with each other in
advancing the school, even though good and directed cooperation will give birth
to a good organizational culture so that the realization of school
organizational programs, 2) the principal gives confidence to the vice principal
and teachers in the duties and responsibilities that given such as collecting
the latest learning implementation plan (RPP) in accordance with school
guidelines, 3) there is still a lack of discipline that causes bad behavior
such as honesty that is lacking by some school personnel in carrying out
existing rules, this is reflected in the presence of personnel in the school
who come only to take a short absence to school and then go out and go home
earlier than the specified time.
Organizational culture is very important in an organization, because
organizational culture will be the basic foundation in carrying out activities,
the better the value of the existing organizational culture, the better the
culture affects the development of an organization, if an organization is
founded on a good culture, then the organization will always survive in the
midst of an ever-changing era (Al Hairi & Syahrani, 2021; Hadijaya,
2020).
Based on the background of the problem above, the author is interested in
pouring into a scientific paper in the form of a thesis entitled "The
Influence of Principal Leadership and organizational culture on the work
commitment of high school teachers in West Pasaman Regency.
Based on the formulation of the problem above, the purpose of this study
can be determined to determine the influence of the principal's leadership on
the work commitment of teachers in the West Pasaman District State High School.
This research is expected to provide benefits to all parties involved both
theoretically and practically. The benefits provided are that they can provide
a detailed and systematic explanation of the influence of the principal's
leadership and organizational culture, on the work commitment of west Pasaman
District high school teachers.
RESEARCH
METHOD
This research uses correlational quantitative methods with the type of "associative"
research where associative research is an effort to determine the influence of
independent variables (principal leadership and organizational culture) on
dependent variables (teacher work commitment) (Creswell & Creswell, 2017).
Thus this study reveals the magnitude of the influence of principal
leadership and organizational culture on teacher work commitment
The population in question is all
teachers at SMA N 1 Pasaman, SMA N 1 Gunung Tuleh, SMA N 1 Koto Balingka, SMA N
1 Lembah Melintang, SMA N 1 Alam Batahan, SMA N 1 Kinali, SMA N 1 Luhak Nan
Duo, SMA N 1 Sungai Aur, SMA N 1 Sungai Bremas, SMA N 1 Talamau, SMA N 2
Pasaman, SMA N 2 Kinali, SMA N 2 Alam Batahan with 359 teachers. The
distribution can be seen in the following table:
Table 1. Distribution of Teacher Populations by Strata
|
No |
School
Name |
Group
III |
Group
IV |
Sum Teacher |
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|
<15 th |
≥15 th |
<15 th |
≥15 th |
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|
1 |
SMA N 1 Pasaman |
22 |
29 |
26 |
25 |
51 |
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|
2 |
N 1 Mount Tuleh High School |
18 |
8 |
8 |
18 |
26 |
|
|
3 |
SMA N 1 Koto Balingka |
16 |
15 |
17 |
14 |
31 |
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|
4 |
SMA N 1 Transverse Valley |
25 |
18 |
17 |
26 |
43 |
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|
5 |
SMA N 1 Batahan Realm |
22 |
2 |
3 |
21 |
24 |
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|
6 |
N 1 Kinali High School |
16 |
20 |
20 |
16 |
36 |
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7 |
SMA N 1 Luhak Nan Duo |
27 |
12 |
16 |
23 |
39 |
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8 |
High School N 1 Aur River |
14 |
5 |
3 |
16 |
19 |
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9 |
High School N 1 Bremas River |
11 |
7 |
7 |
11 |
18 |
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10 |
N 1 Talamau High School |
9 |
11 |
10 |
10 |
20 |
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11 |
SMA N 2 Pasaman |
27 |
4 |
5 |
26 |
31 |
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12 |
N 2 Kinali High School |
12 |
1 |
4 |
9 |
13 |
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13 |
SMA N 2 Batahan Realm |
7 |
1 |
1 |
7 |
8 |
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Sum |
226 |
133 |
137 |
222 |
359 |
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Source: Pasaman District Education Office in 2022
Data collection is carried out after the results of the questionnaire trial
data analysis are declared valid or reliable. To collect data from respondents,
the authors used questionnaire techniques. The collection will be carried out
by taking care of a research permit from the department which is forwarded to
the faculty. After the permit letter was completed, the researcher visited the
West Pasaman Regency State High School which was designated as a research
sample to ask for permission to carry out the research
RESULT
AND DISCUSSION
This research uses a
correlational quantitative approach with the "associative" type of
research. The data of this study consisted of three variables, namely data on
teacher work commitment variables (Y), data on principal leadership variables (X
1), and data on organizational culture variables (X2).
The data is described below. The sample from the results of this study that was
processed was 101 teachers. For each of the variables below will be presented
the average value, standard deviation, median, mode, and frequency distribution
of each variable.
Description of Teacher Work
Commitment Variable Data
Data collection on teacher work commitment
variables was obtained from the
distribution of questionnaires to 101 teachers at SMA Negeri Pasaman Barat Regency.
The questionnaire on teacher work
commitments distributed consisted of 29 items with the
highest point of 5 and the lowest point of 1. The minimum score is 29 (1 x 29)
and the maximum score is 145 (5 x 29). From the respondents' answers, the
lowest score was 98 and the highest score was 145.
The results of data processing obtained an average score
(mean) of
123.08, mode of 136.00, median of 123.00 and
standard deviation of 11.116. An
overview of the frequency distribution of teacher work commitment scores can be
seen in Table 2 and the histogram graph in Figure 1.
Table 2. Frequency Distribution of Teacher Work Commitment Scores (Y)
|
No. |
Interval
Class |
Frequency |
Presentation |
Fkum |
%Fkum |
|
1 |
98-104 |
5 |
4.95 |
5 |
4.95 |
|
2 |
105-111 |
12 |
11.88 |
17 |
16.83 |
|
3 |
112-118 |
19 |
18.81 |
36 |
35.64 |
|
4 |
119-125 |
24 |
23.76 |
60 |
59.41 |
|
5 |
126-132 |
18 |
17.82 |
78 |
77.23 |
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6 |
133-139 |
16 |
15.84 |
94 |
93.07 |
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7 |
140-146 |
7 |
6.93 |
101 |
100 |
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Sum |
101 |
100.00 |
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Figure 1. Histogram
of Teacher Work Commitment
Furthermore, based on the results of data processing of teacher work
commitment variables by comparing the average score with the highest score at
times 100%, namely 123.08 divided by 145 and multiplied by 100, a score of
84.88% was obtained. From the acquisition of this score, it can be interpreted
that the teacher's work commitment variable is on the "High"
interpretation of the ideal score. Therefore, it can be said that the teacher's
work commitment to the West Pasaman Regency State High School is in the
"High" category. Furthermore, the
results of the analysis of respondents' achievement levels for each indicator
of teacher work commitment can be seen
in Table 3.
Table 3. Response Achievement Rate for Each Indicator of Teacher Work
Commitment
|
Variable |
Indicators |
Number of Items |
Total Ideal Score |
Average Score |
% Achievement Rate |
Category |
|
Teacher Work Commitment (Y) |
Responsibility |
10 |
50 |
43.48 |
86.95 |
Tall |
|
Loyalty |
9 |
45 |
36.98 |
82.18 |
Tall |
|
|
Concern |
10 |
50 |
42.62 |
85.25 |
Tall |
|
|
|
29 |
145 |
123.08 |
84.88 |
Tall |
In Table 3, it can be seen that the highest indicator achievement level
score (86.95%) in the high category is responsible. Furthermore, the lowest
indicator achievement level score is loyalty (82.18%) in the high category. In general, the achievement rate of the
teacher's work commitment score is
84.88% in the high category.
This shows that the work commitment of teachers of West Pasaman District
State High School in terms of 1) responsibility, 2) loyalty, and 3) concern, is
in the high category.
Principal Leadership
Variable Data Description
Data collection on the principal's leadership variables was obtained from
the distribution of questionnaires to 101 teachers at the West Pasaman District
State High School. The principal’s leadership questionnaire that was
distributed consisted of 25 items with the highest point 5 and the lowest point
1. The minimum score is 25 (1 x 25) and the maximum score is 125 (5 x 25). From
the respondents' answers, the lowest score was 88 and the highest score was
125.
The results of data processing obtained an average score (mean) of 106.17, mode of 109.00, median
of 107.00 and standard deviation of 8.852. The difference in average, mode, and median scores does
not exceed one standard deviation. This means that the frequency distribution
of the principal's leadership variable scores tends to be normal. An overview
of the frequency distribution of the principal's leadership scores, can be seen
in Table 4 and the histogram graph in Figure 2.
Table 4. Principal
Leadership Score Frequency Distribution (X1)
|
No. |
Interval
Class |
Frequency |
Presentation |
Fkum |
%Fkum |
|
1 |
88-93 |
8 |
7.92 |
8 |
7.92 |
|
2 |
94-99 |
17 |
16.83 |
25 |
24.75 |
|
3 |
100-105 |
19 |
18.81 |
44 |
43.56 |
|
4 |
106-111 |
27 |
26.73 |
71 |
70.30 |
|
5 |
112-117 |
22 |
21.78 |
93 |
92.08 |
|
6 |
118-123 |
7 |
6.93 |
100 |
99.01 |
|
7 |
124-129 |
1 |
0.99 |
101 |
100 |
|
|
Sum |
101 |
100.00 |
|
|
Figure 2. Principal's
Leadership Histogram
Furthermore, based on the results of data processing of the principal's
leadership variables by comparing the average score with the highest score at
times 100%, namely 106.70 divided by 125 and multiplied by 100, a score of
85.36% was obtained. From the acquisition of this score, it can be interpreted
that the principal's leadership variable is on the "good"
interpretation of the ideal score. Therefore, it can be said that the
leadership of the principal at the West Pasaman Regency State High School is in
the "good" category.
Furthermore, the results of the analysis of respondents' achievement
levels for each principal leadership indicator
can be seen in Table 5.
Table 5. Response Achievement Rate for each Principal Leadership Indicator
|
Variable |
Indicators |
Number of Items |
Total Ideal Score |
Average Score |
% Achievement Rate |
Category |
|
Principal Leadership (X1) |
Affect |
5 |
25 |
21.39 |
85.54 |
Good |
|
Direct |
5 |
25 |
21.62 |
86.50 |
Good |
|
|
Moving/Motivating |
10 |
50 |
43.61 |
87.23 |
Good |
|
|
Guide |
5 |
25 |
20.08 |
78.18 |
Good Enough |
|
|
|
25 |
125 |
106.70 |
85.36 |
Good |
In Table 10, it can be seen that the highest indicator
achievement level score (87.23%) in the "good" category is
moving/motivating. Furthermore, the lowest indicator achievement level score is
guiding (78.18%) the "good enough" category. In general, the principal's
score achievement rate is 85.36% in the
"good" category.
This shows that the leadership of
the principal of West Pasaman District
State High School in terms of 1)
influencing, 2) directing, 3) mobilizing/motivating, 4) guiding, is in the good
category.
Description of
Organizational Culture Variable Data
Data collection on organizational
culture variables was obtained from the distribution of questionnaires to 101
teachers at the West Pasaman District State High School. The organizational
culture questionnaire that was distributed consisted of 23 items with the
highest point 5 and the lowest point 1. The minimum score is 23 (1 x 23) and
the maximum score is 115 (5 x 23). From the respondents' answers, the lowest
score was 75 and the highest score was 115.
The results of data processing
obtained an average score (mean) of
96.43, mode of 103.00, median of 96.00 and standard deviation of 9.687. An overview of the frequency
distribution of organizational culture scores, can be seen in Table 11 and its
histogram graph in Figure 3.
Table 6.
Organizational Culture Score Frequency Distribution (X2)
|
No. |
Interval
Class |
Frequency |
Presentation |
Fkum |
%Fkum |
|
1 |
75-80 |
5 |
4.95 |
5 |
4.95 |
|
2 |
81-86 |
11 |
10.89 |
16 |
15.84 |
|
3 |
87-92 |
17 |
16.83 |
33 |
32.67 |
|
4 |
93-98 |
24 |
23.76 |
57 |
56.44 |
|
5 |
99-104 |
21 |
20.79 |
78 |
77.23 |
|
6 |
105-110 |
14 |
13.86 |
92 |
91.09 |
|
7 |
111-116 |
9 |
8.91 |
101 |
100 |
|
|
Sum |
101 |
100.00 |
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Figure 3. Histogram
of Organizational Culture
Furthermore, based on the results of data processing of organizational
culture variables by comparing the average score with the highest score at
times 100%, namely 96.42 divided by 115 and multiplied by 100, a score of
83.84% was obtained. From the acquisition of this score, it can be interpreted
that the organizational culture variable is on the "good"
interpretation of the ideal score. Therefore, it can be said that the
organizational culture at the West Pasaman Regency State High School is in the
"good" category. Furthermore,
the results of the analysis of the level of achievement of respondents for each
indicator of organizational culture can be seen in Table 7.
Table 7. Response Achievement Rate for each Organizational Culture
Indicator
|
Variable |
Indicators |
Number of Items |
Total Ideal Score |
Average Score |
% Achievement Rate |
Category |
|
Organizational Culture (X2) |
Collaborate |
10 |
50 |
41.62 |
83.25 |
Good |
|
Belief |
6 |
30 |
25.64 |
85.48 |
Good |
|
|
Honesty |
7 |
35 |
29.16 |
83.31 |
Good |
|
|
|
23 |
115 |
96.42 |
83.84 |
Good |
In Table 7, it appears that the highest indicator
achievement rate score (85.48%) in the "good" category is trust.
Furthermore, the lowest indicator achievement level score is cooperation
(83.25%) in the "good" category. In general, the achievement rate of
the organizational culture score is 83.84% of the "good" category.
This shows that the organizational culture of SMA Negeri Pasaman Barat
Regency is seen from the aspects of 1) cooperation, 2) trust, 3) honesty, is in
the good category.
Table 8. Summary of Research Results
|
Variable |
Mean |
%
Achievement Rate |
Interpretation |
|
Teacher Work Commitment |
123.08 |
82.05 |
Tall |
|
Principal
Leadership |
106.17 |
85.36 |
Good |
|
Organizational Culture |
96.43 |
80.35 |
Good |
The research data were analyzed
using correlation and regression techniques. The use of this technique can only
be done if it meets several requirements as stated by Sudjana. Those requirements
are: 1) the data is sourced from a randomly selected sample, 2) the data is
normally distributed, 3) the data is homogeneous, 4) the data between free
variables is independent, and 5) the regression lines are linear.
1.
Data Sourced from
Randomly Obtained Samples
The random sampling procedure is carried out when selecting samples using
the Stratified Proportional Random
Sampling technique. Thus the
first condition has been met.
2.
Normality Test
Normality testing of variable scores of teacher work commitment (Y),
principal leadership (X1) and organizational culture (X2)
was carried out using the Kolmogorov
Smirnov-Z technique assisted by
application (SPSS Program Version 24.00). Data can be said to be normally
distributed if K-S has a degree of significance (Asymp. Sig) > 0.05,
conversely if the level of significance (Asymp. Sig) < 0.05, then the data
is not normally distributed. The results of the examination can be seen in
Table 9
Table 9. Summary of
Normality Test Results
|
K-S Test |
Teacher Work Commitment |
Principal Leadership |
Organizational Culture |
|
Test Statistics |
0,049 |
0,077 |
0,065 |
|
p = asym sic value |
0,200 |
0,148 |
0,200 |
In Table 9 it can be seen that
the significance value of each variable turns out to be greater than alpha
0.05. Thus the second requirement, namely data normality, has been met.
Homogeneity Test
Data
homogeneity testing was carried out to determine the similarity of variance
variables bound by teacher work commitment (Y) for each price of a group of
free variables which include principal leadership (X1) and organizational culture (X2) to
determine the use of the Leve Test method. As a test criterion if the
significance value > 0.05 then it can be said that the variants of two or
more data groups are the same.
The homogeneity test using the Levene Test with the SPSS program
version 24.00 by looking at the significance level value > 0.05 means that
the research data comes from the same variance (homogeneous) and if the
significance level value < 0.05 means that the research data comes from
unequal variance (not homogeneous) as attached to table 10 below.
Table 10. Summary of Homogeneity Test Results
|
Variable |
Levene Statistics |
DF1 |
DF2 |
Sig |
Information |
|
Principal Leadership and
Organizational Culture |
0.903 |
1 |
200 |
0.343 |
Homogeneous |
Based on
table 10, it can be seen that the results of the analysis of teacher work
commitment (Y) which includes the
principal's leadership (X 1) and organizational culture (X 2) are
homogeneous which means that the variance of group Y data over X 1
and X 2 is homogeneous. This means that the homogeneity requirement
is met.
Multicholinearity Test
The
multicholinearity test states that the independent table must be free from the
symptoms of multicholinearity (symptoms of correlation between free variables)
to test the presence or absence of multicholinearity can be seen through the
Variance Inflation Factor (VIF) < 10 and Tolerance > 0.1. The results of
the multicholinearity test can be seen from the following table 11:
Table 11. Multicholinearity Test
|
Type |
|
Colinearity
Statistics |
|
|
|
Tolerance |
VIFs |
|
|
1 |
(Constant) |
|
|
|
|
X1 (Principal Leadership) |
0.847 |
1.181 |
|
|
X2 (Organizational Culture) |
0.847 |
1.181 |
From table 11 above, it can be
seen that the principal's leadership variable has a VIF value of 1.181 and
Tolerance of 0.847 and organizational culture has a VIF value of 1.181 and
Tolerance of 0.847. This means that the VIF (Variance Inflation Factor) value
of both the free variable < 10 and the Tolerance value > 0.1 thus it can
be concluded that there is no problem of multicholinearity or no relationship
between the free variables i.e. principal leadership and organizational
culture.
Linearity Test
The final requirement is the testing of free variable regression lines with
bound variables. This regression line test was conducted to see whether the
data on principal leadership variables and organizational culture tended to
form a linear line to the teacher's work commitment variables. The decision on
whether or not to linear the regression line was tested with an F test with a
significance level of 0.05. If the signification value of F is greater than
alpha 0.05, then this means that the regression line is linear, but if the
significance value of F is smaller than alpha 0.05 it means that the regression
line is not linear. The results of the linearity test between X 1
and X2 against Y are
presented in the following Tables 11 and 12.
Table 11. Summary of Linearity Test Analysis Results X1 to Y
|
Source |
Sum of Squares |
Dk |
RJK |
F |
P |
|
Deviation |
4694.745 |
31 |
151.443 |
1.915 |
0.137 |
|
In Groups |
5378.533 |
68 |
79.096 |
|
|
|
Total |
|
100 |
|
|
|
In Table 11 it appears that the price of F =
1.915 with p =
0.137 (p > 0.05). This means that
the regression equation is linear.
Table 12. Summary of Linearity Test Analysis Results X2 to Y
|
Source |
Sum of Squares |
Dk |
RJK |
F |
P |
|
Deviation |
4866.315 |
37 |
131.522 |
3.473 |
0.371 |
|
In Groups |
2347.669 |
62 |
37.866 |
|
|
|
Total |
|
100 |
|
|
|
In Table 12 it appears that the
price of F = 3.473 with p = 0.371 (p > 0.05). This means that the
regression equation is linear.
Discussion
Based on the results of data
analysis and the level of achievement of the response of teachers of SMA Negeri
Pasaman Barat Regency to the variables
measured, it can be explained that the level of achievement of teacher response
to the principal's leadership is in the good category (85.36% of the ideal
score), the organizational culture variable is in the good category (83.84% of
the ideal score) and the teacher work commitment variable is in the high
category (84.88% of the ideal score). The findings of this study are different
from the results of preliminary observations that researchers made. Initial
observations about the work commitment of teachers of West Pasaman District
State High School seem to be lacking. The difference in initial research
findings occurs because the results of measurements made based on observations
alone or without valid and reliable instruments are not strong enough to be
used as a basis for generalization, so it is necessary to conduct systematic
research according to procedures, to obtain evidence and empirical truth.
The results of data analysis and
hypothesis analysis show that all three hypotheses tested in this study are
acceptable. The results of the data analysis show that the principal's
leadership and organizational culture both individually and together have a significant
influence and role to increase the work commitment of teachers of West Pasaman
District State High School. For more details, the
following will be discussed regarding the research findings in detail.
The Effect of
Principal Leadership on Teacher Work Commitment
The results of this study showed
that the principal's leadership had a significant influence on the teacher's
work commitment, obtained a t arithmetic value for the principal leadership
variable (X1) was 2.578 > 1.660 (sig 0.011 < 0.05), then Ha was accepted.
Thus, it can be concluded that the leadership of the principal has a positive
and significant effect on the work commitment of teachers of West Pasaman
District State High School.
The regression equation above
illustrates that the principal's leadership has a significant influence on
increasing teacher work commitment. The effect of the principal's leadership on
teacher work commitment was 26.3%. Based on the results of the descriptive
analysis, it shows that the principal's leadership is in the good category with
an average score of 85.36%. Meanwhile, when viewed from each research
indicator, it can be seen that the highest indicator is motivating / moving
which is in the good category (87.23% of the ideal
score), while for the indicator whose lowest achievement is the guiding
indicator which is in the good category (78.18% of the ideal score). It turns
out that from the four indicators of the leadership of the principal analyzed,
it is known that all of them are in the good category.
The results showed that the principal's leadership ability in guiding
teachers in increasing their work commitments felt by teachers was still not in
accordance with what was expected. Leadership is closely related to the
teacher's work commitment because open leadership and pleasant communication
will be able to provide support to subordinates and have a good relationship
with their subordinates to always increase their teacher's work commitment (Nellitawati & Boon, 2015). This means that if the principal's leadership is carried out properly, this
will have a positive influence on the teacher's work commitment.
The Influence
of Organizational Culture on Teacher Work Commitment
The results of
this study showed that organizational culture has a significant influence on
teacher work commitment, obtained a t t arithmetic value for the organizational culture variable (X2)
is 6.937 > 1.660 (sig 0.033 < 0.05), then Ha is accepted. Thus, it can be
concluded that organizational culture has a positive and significant effect on
the work commitment of teachers of West Pasaman Regency State High School.
The regression
equation above illustrates that organizational culture has a significant influence
on increasing teacher work commitments. The influence of organizational culture
on teacher work commitment was 64.6%.
Based on the results of the descriptive analysis, it shows that
organizational culture belongs to the good category with an average score of
83.84. Meanwhile, when viewed from each research indicator, it can be seen that
the highest indicator is trust which is in the good category (85.48% of the
ideal score), while for indicators whose lowest level of achievement is the
cooperation indicator which is in the good category (83.25% of the ideal
score). It turned out that from the three indicators of organizational culture
analyzed, it was known that the average level of achievement of respondents was
in the good category.
The results showed
that the perceived cooperation in organizational culture was still not in
accordance with what was expected by the teachers. The cooperation built both
from the principal and from colleagues is felt to be lacking. This is because
cooperation is manifested in the form of: 1) respecting the opinions of others,
2) always being able to work together with others according to the time and
field of tasks determined, and 3) always being willing to accept decisions
taken legally even though they disagree (Ulfatin, 2018). In other words, cooperation here is
cooperation carried out between teachers and principals or with colleagues
fellow teachers so that work can be completed properly and The results can also be optimal. This means that
the better the organizational culture created, the more it will have a positive
influence on increasing teacher work commitment (Ulfatin & Triwiyanto, 2016).
The Influence
of Principal Leadership and Organizational Culture on Teacher Work Commitment
The results of this study show
that the principal's leadership and organizational culture have a significant
relationship and provide meaningful influence together to improve teachers'
work commitments. The magnitude of the influence of the principal's leadership
and organizational culture together on the teacher's work commitment was 45.3%.
Furthermore, the regression equation obtained by the principal leadership
variable and organizational culture with teacher work commitment is
32.864+0.263X1+0.646X2. This shows that the principal's
leadership and organizational culture together have a positive influence on
teachers' work commitments.
Data analysis shows that
significantly teachers' work commitments are influenced by the principal's
leadership and organizational culture, both singly and collectively. The
principal's leadership and organizational culture are two very important
factors to consider. The principal's leadership and good organizational
culture, will increase the teacher's work commitment.
When viewed from the achievement
of the variable score of work commitment of teachers of West Pasaman District
State High School is in the high category, the principal's leadership variable
is also in the good category and the organizational culture variable is in the
good category. Thus, it can be believed that the variables of principal leadership
and organizational culture if improved in a better direction will have a
positive influence on teachers' work commitments.
To increase teacher work
commitment, systematic and planned efforts are needed that need to be made by
developing good principal leadership and a better organizational culture. These
two things are believed to increase teacher work commitment. Through the
improvement of the principal's leadership and organizational culture both
independently and collectively, it is likely to increase the teacher's work
commitment.
Improving the principal's leadership and organizational culture is an
effort that can be made to increase teacher work commitment. Increasing the
roles and responsibilities of various parties in the education system in
developing educational organizations is very important considering that until
now the quality of education is increasingly showing demands for better
quality.
CONCLUSION
Based on
the results of the analysis, it can be concluded that the results of the study
show that the leadership of the principal has a positive and significant effect
on the work commitment of teachers of West Pasaman District State High School
by 26.3%. This shows that the better the principal's leadership shown leads to
an increase in teacher work commitment. The principal's leadership achievement
rate is in the good category of 85.36%. If the principal's leadership
increases, the teacher's work commitment will also increase.
The
results showed that organizational culture had a positive and significant
effect on teacher work commitments by 64.6% This shows that the better the
organizational culture can lead to an increase in the work commitment of
teachers of West Pasaman District State High School. Based on the results of the descriptive
analysis, it shows that organizational culture is included in the good category
with a score of 83.84%. When viewed from each research indicator, it can be
seen that the highest achievement indicator is confidence in the good category
(85.48% of the ideal score) while for the indicator whose lowest level of
achievement is the cooperation indicator which is in the good category with a
score of 83.25%. This shows that the cooperation within the organizational
culture that exists in schools is still not in line with what teachers expect.
Cooperation from the principal and colleagues is felt to be lacking. However,
in general, the three organizational culture indicators analyzed had
respondents' achievements in the good category
The
results showed that the principal's leadership and organizational culture
together had a positive and significant effect on the work commitment of
teachers of West Pasaman District State High School by 45.3%. This shows that
the better the level of leadership of the principal and the culture of the
organization leads to an increase in the work commitment of teachers.
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