The Influence of Organizational Culture and Work Discipline on Teacher Performance at Pribadi Bilingual Boarding School

Abstract

Teacher performance is a critical determinant of educational quality, while organizational culture and work discipline are important organizational factors that may influence teachers’ effectiveness. This study aimed to examine the influence of organizational culture and work discipline on teacher performance at Pribadi Bilingual Boarding School. A quantitative approach with a descriptive and causal research design was employed. Data were collected from 62 teachers using a structured Likert-scale questionnaire and saturated sampling. Instrument validity was assessed using item-total correlation, while reliability was evaluated using Cronbach’s alpha. Data were analyzed using IBM SPSS Statistics through descriptive analysis, multiple linear regression analysis, t-tests, an F-test, and the coefficient of determination. The results showed that organizational culture was categorized as very strong (81.4%), work discipline as very good (87.1%), and teacher performance as very high (87.0%). Organizational culture did not have a significant partial effect on teacher performance (t = 1.937; p = 0.058), whereas work discipline had a significant positive effect on teacher performance (t = 4.179; p < 0.001). Simultaneously, both variables significantly influenced teacher performance (F = 49.429; p < 0.001), explaining 62.6% of the variance in teacher performance. The study concludes that work discipline was the more dominant predictor, while organizational culture remained relevant when considered jointly within the school context.