Teacher Performance in a Frontier Region: Principal Leadership, School Climate, and Organizational Culture in Paniai, Papua
Universitas Cenderawasih
Universitas Cenderawasih
Universitas Cenderawasih
Universitas Cenderawasih
Universitas Cenderawasih
DOI:
https://doi.org/10.56943/sujana.v5i4.1046This study examined the effects of principal leadership, school climate, and organizational culture on teacher performance at state senior high schools in Paniai Regency, Papua Province. A quantitative approach with an ex post facto design was employed. The population consisted of 160 students at four state senior high schools, who provided their perceptions of principal leadership, school climate, organizational culture, and teacher performance. A sample of 62 respondents was determined using proportional stratified random sampling based on the Slovin formula. Data were collected through a Likert-scale questionnaire that had satisfied tests of validity and reliability, and were analyzed using simple and multiple linear regression. The results showed that principal leadership had a positive and significant effect on teacher performance, contributing 7.4 percent; school climate exerted the strongest effect, contributing 26.0 percent; and organizational culture had a positive and significant effect, contributing 8.4 percent. Collectively, the three variables exerted a positive and significant influence on teacher performance, accounting for 40.3 percent of the variance. These findings indicate that strengthening principal leadership, fostering a conducive school climate, and reinforcing organizational culture constitute important strategies for improving teacher performance, particularly in schools situated in geographically and socioculturally distinct regions such as Paniai Regency.
Keywords: Organizational Culture Principal Leadership School Climate Teacher Performance
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