Academic journal article Asian Social Science

Investigation of Teacher Job-Performance Model: Organizational Culture, Work Motivation and Job-Satisfaction

Academic journal article Asian Social Science

Investigation of Teacher Job-Performance Model: Organizational Culture, Work Motivation and Job-Satisfaction

Article excerpt

Abstract

The research is intended to develop a Teacher Job-performance Model by considering causal relationship between teacher job-performance determinants i.e. Organizational Culture, Organizational Structure, and Work Motivation.

It was found that path coefficient of organizational culture to work motivation is 0.333 at a significant level of < 0.05 and F = 17.553, where F^sub calc.^> F^sub 1/141^= 3.908, at α < 0.05. In addition, path coefficients of organizational culture and work motivation to job-satisfaction are 0.225, and 0.263 respectively at a significant level of < 0.05 and F = 13.224, where F^sub calc.^> F^sub 2/140^= 3.061, at α < 0.05. Furthermore, path coefficients of organizational culture, work motivation and job-satisfaction to job-performanc are 0.269, 0.236, and 0.193 respectively at a significant level of < 0.05, and F = 17.261, where F^sub calc.^> F^sub 3/139^= 2.669, at α < 0.05. Finally, indirect effect of organizational culture on job-satisfaction and job-peformance through work motivation is 0.087, and 0.078 respectively. It is concluded that the Model suggested fits with data collected, as a result, it can be used for perdicting teacher job-performance, including teacher promotions and feedback for improving teacher performance.

Keywords: job-performance, job-satisfaction, organizational culture, work motivation

1. Introduction

It is known that Indonesian educational achievement is very low compared with other countries around the world. It can be seen from International Achievement Test Performance, Indonesia was ranked 50th of 87 countries (Tienken, 2008, p. 10), then program for international student assessment reported that Indonesia was ranked 64th of 65 countries (Pisa, 2012, p. 16). This result is generally related to teacher job-performance, because teachers are responsible for the success of students and student outcomes (Gultom, 2012, p. 8). In order to overcome the lowering Indonesian educational outcomes, since 2008 Idonesian governements have tried hard to promote teacher job-performance assessment through implementation of teacher professional certification and followed by granting certification allowance.This program was designed to train primary, secondary and high school teachers in order to improve teacher quality and competency. It is believed that teacher professional certification program would be able to enhance teacher work motivation and job-satusfaction which in turn would improve teacher job-performance.

In response to the low level educational achievement of the students, Indonesia tried to improve educational quality through introducing the Minister of State for Administrative and Bureaucratic Reforms Act No. 16, 2009, which intends to assess teacher performance (Gultom, 2012, p. 5). Assessement of teacher performance is generally carried out in real teaching and learning activities by school principals, teacher professional development boards or school superintendents (Gultom, 2012, p. 26).

Teachers who are professionally certified and granting certification alllowance would feel secure at their jobs, so they would be motivated and in turn satisfied, because job security is considered as an important parts of motivation. Therefore, motivation is considered to have important roles in school organizations since it results in high productivity of teachers, and organizational goals could be achieved efficiently. Usually, teacher behaviors change when they are motivated, and it would directly affect student achievements (Mustafa & Othman, 2010, p. 259), but motivation differs within individual (Robbins, Judge, & Sanghi, 2005, p. 139). It was reported that job-satisfaction is positively correlated with job-performance (Judge, Bono, Thorensen, & Patton, 2001, p. 376).

It is believed, teacher job-performance is one of the main factors that determines and affecting school outcomes which could be measured through observing teacher activities in real classroom teaching performance, including lesson preparation, teacher commitment, extra-curricula, supervision, effective leadership, motivation and morale (Adejumobi & Ojikutu, 2013, p. …

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