Perbandingan budaya organisasi dan komitmen organisasi di Sekolah Muhammadiyah dan Sekolah Kristian di bandar Banjarmasin

• Main Author: Sulaiman, Salman
• Format: Thesis
• Language: English; English
• Published: 2015
• Subjects: LB2801-3095 School administration and organization; HD58.7 Organizational Behavior.
• Online Access: http://etd.uum.edu.my/5326/

School culture and teachers’ commitment are essential in improving school performance. However, previous studies in Indonesia showed that the two variables were not at the satisfying level. Additionally, researches on the relationship between school culture and teachers’ commitment have showed inconsistencies in their findings. Therefore, this study aims to identify the types of present and preferred organizational culture, the profile of organizational culture, levels of teachers’ organizational commitment, and the relationship between organizational culture and commitment. The Organizational Culture Assessment Instrument (OCAI) developed by Cameron and Quinn in 1999; and the Organizational Commitment Questionnaire (OCQ) developed by Meyer and Allen in 1991 were utilized to measure variables. Two hundred and twelve teachers selected randomly from Muhammadiyah schools and 123 teachers from Christian schools as respondents of the study. Descriptive and inferential statistics were used to analyze the data. The results indicated that the dominant culture at the Muhammadiyah and Christian school teachers was clan culture. This study found that there were differences of culture between elementary, junior high, and high schools at Muhammadiyah and Christian schools. In addition the study found there was no difference of teachers’ commitment between elementary, junior, and high schools at both Muhammadiyah and Christian schools. The study also found no relationship between clan, adhocracy, the market culture, and teachers’ commitment, while the hierarchy culture has a negative relationship with commitment of teachers. This study has further contributed to the development of the school culture and teachers’ commitment theories in the Indonesian context. The results of the study could be utilized by policy maker in developing policies related to school culture and teachers’ commitment.