Organizational Culture and Its Role in Shaping a Supportive Work Environment for Teachers
(1) Universitas Muhammadiyah Surakarta, Indonesia
(2) Universitas Muhammadiyah Surakarta, Indonesia
(3) Universitas Muhammadiyah Surakarta, Indonesia
Abstract
This study aims to examine the role of organizational culture in shaping a supportive work environment for teachers in secondary schools. Using a quantitative, descriptive-explanatory design, the research surveyed 52 teachers from a public junior high school in Sukoharjo, Indonesia. Data were collected using validated instruments measuring shared values, norms and expectations, communication practices, and emotional support, then analyzed using Partial Least Squares Structural Equation Modeling (SEM-PLS). The results show that shared values (? = 0.422), norms and expectations (? = 0.386), and communication practices (? = 0.401) have a significant, positive influence on emotional support, which, in turn, directly affects the supportive work environment (? = 0.477). These findings demonstrate that organizational culture is not merely symbolic but functions as a strategic determinant of teachers’ psychological well-being and job satisfaction. The study addresses the research problem by providing empirical evidence that organizational culture significantly influences educators' emotional climate and professional sustainability. It contributes to educational management theory by integrating cultural constructs into a practical framework for policy development. Future research is recommended to include variables such as leadership style, workload, and reward systems to broaden the understanding of how internal school dynamics influence teacher well-being.
Keywords
Full Text:
PDFReferences
Adler, A. B., Bliese, P. D., Barsade, S. G., & Sowden, W. J. (2022). Hitting the Mark: The Influence of Emotional Culture on Resilient Performance. Journal of Applied Psychology, 107(2), 319.
Alias, N., Hassan, M., & Mamat, M. (2025). Educational Management Practices and Teacher Job Satisfaction: A Structural Analysis. International Journal of Educational Policy Studies, 19(2), 55–70.
Alves, M. C., Fernandes, J. A., & Lima, P. R. (2025). Leadership Communication and Emotional Support in Educational Institutions. Journal of School Psychology and Leadership, 33(1), 27–41.
Anisah, A., & Hidayat, E. W. (2023). Peran Budaya Organisasi Sekolah dan Kepuasan Guru dalam Meningkatkan Prestasi Siswa. Syntax Idea, 5(1), 113–121.
Anyanwu, J., & Iderima, E. C. (2023). Contributions of the School in Teaching and Learning of Norms and Values in Nigeria. International Journal of Education, Learning and Development, 11(2), 27–32.
Arslanparcasi, Y. (2023). The Importance of Well-Being for Organisational Culture. Social and Occupational Ergonomics, 106(106).
Artates, J. (2023). Faculty Engagement: A Study on the Higher Education Institutions’ Setting. Journal of Business and Management Studies, 5(3), 137–142.
Asgari, A., & Bahmani, S. (2022). The Role of Organizational Culture in the Emergence of Teachers’ Professional Ethics. Integration of Education, 26(1), 10–26.
Atasoy, R. (2021). The Relationship Between School Principals’ Leadership Styles, School Culture and Organizational Change. The International Journal of Progressive Education.
Bondac, G. T., & Hrestic, L. M. (2023). Digitization of the Educational Environment-An Inevitable Change. Valahian Journal of Economic Studies, 14(1), 59–66.
Cameron, K. S., & Quinn, R. E. (2021). Diagnosing and Changing Organizational Culture: Based on the Competing Values Framework (4th ed.). Wiley.
Coleman, A., & Ali, A. (2025). Emotional Intelligence: Its Importance to HE Professional Services Team Members During Challenging Times. Management in Education, 39(2), 59–65.
Comstock, M., Edgerton, A. K., & Desimone, L. M. (2022). Connecting Policy to Practice: How State and Local Policy Environments Relate to Teachers’ Instruction. Teachers College Record, 124(11), 82–116.
Cook, J. (2021). Sustaining and Advancing Collaborative Leadership in a School [Doctoral Dissertation, Northeastern University].
Dugard, P., Todman, J., & Staines, H. (2022). Path Analysis. In Approaching Multivariate Analysis, 2nd Edition (pp. 159–176). Routledge.
Fairos, A. (2025). Participatory Leadership and Its Influence on School Culture. Journal of Educational Development and Reform, 12(1), 78–89.
Fiernaningsih, N., Herijanto, P., & Widayani, A. (2022). Peran Perilaku Kerja Inovatif dan Keterlibatan Kerja Dosen Vokasi di Jawa Timur. Jurnal Inspirasi Bisnis dan Manajemen, 6(2), 179–188.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) (3rd ed.). SAGE Publications.
Herrera, C., Torres-Vallejos, J., Martínez-Líbano, J., Rubio, A., Céspedes, C., Oyanedel, J. C., ... & Pedraza, D. (2022). Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers’ Subjective Well-Being. International Journal of Environmental Research and Public Health, 19(17), 10963.
Hikamudin, E. (2022). Development of School Culture for School Quality Improvement. Jurnal Administrasi Pendidikan, 19(1), 93–102.
Hofstede, G., Hofstede, G. J., & Minkov, M. (2018). Cultures and Organizations: Software of the Mind (4th ed.). McGraw-Hill Education.
Ibrahim, M., Saleem, K., & Jehangir, M. (2023). The Nexus Between Quality of Work Life and Organizational Commitment: The Mediating Role of Supportive Leadership. Global Economics Review, 8(2), 84–99.
Ilaltdinova, E. Y., Filchenkova, I. F., Kudryavtsev, V. A., & Krasnopevtseva, T. F. (2022). Development of an Inclusive Culture of Pre-Service Teacher. ARPHA Proceedings, 5, 635–646.
Jez, R. J., Hauth, C. M., & Ramers, L. H. (2022). Transforming Educators in the United States and South Africa: An International Collaboration to Enhance Culturally Responsive Inclusive Practices. Journal of International Special Needs Education, 25(2), 49–60.
Kareem, J., Patrick, H. A., Tantia, V., & Valarmathi, S. (2022). Dataset Exploring Organizational Culture of K-12 Schools. Data in Brief, 42, 108179.
Kim, Y. J., Toh, S. M., & Baik, S. (2022). Culture Creation and Change: Making Sense of the Past to Inform Future Research Agendas. Journal of Management, 48(6), 1503–1547.
Liu, L., Liu, P., Yang, H., Yao, H., & Thien, L. M. (2024). The Relationship Between Distributed Leadership and Teacher Well-Being: The Mediating Roles of Organisational Trust. Educational Management Administration & Leadership, 52(4), 837–853.
McQuade, L. (2024). Factors Affecting Secondary Teacher Well-Being in England: Self?Perceptions, Policy and Politics. British Educational Research Journal, 50(3), 1367–1395.
Muhaimin, I. A., & Mandosir, Y. M. (2022). Coaching Clinic Wasit Futsal Bagi Calon Sarjana Olahraga Di Kota Jayapura. Community Development Journal: Jurnal Pengabdian Masyarakat, 3(3), 1378-83.
Munir, S., Anser, M. K., Shah, S. T. H., Islam, T., & Zaman, K. (2025). Emotional Intelligence, Support, and Organizational Culture’s Impact on Decision-Making: Mediation and Moderation Analysis in Academia. Discover Education, 4(1), 269.
Norman, E., & Abdan, M. S. (2022). The Role of Organizational Culture in the Effectiveness of School Organizations. International Muktamar for Arabic Language and Islamic Studies, 1(2), 475–487.
Nurhalim, A. D. (2022). The Role of Organizational Culture in Realizing the Performance of an Organization. Primanomics: Jurnal Ekonomi & Bisnis, 20(3), 17–29.
Olson, R. (2003). Organizational Culture Putting the Organizational Culture Concept to Work. The Behavior Analyst Today, 3(4), 471–481.
Owens, R. G., & Valesky, T. C. (2014). Organizational Behavior in Education: Leadership and School Reform (11th ed.). Pearson.
Relja, R., Gutovi?, T., & Vukasovi?, I. (2023). The Concept of School Organizational Culture in (Post) Pandemic Environment. In SHS Web of Conferences (Vol. 157, p. 03001). EDP Sciences.
Ridho, M., Murtadlo, M., & Budayasa, I. (2018, Oktober). Principal Leadership in Developing School Culture. In Social Sciences, Humanities and Economics Conference (SoSHEC 2017) (pp. 30–34). Atlantis Press.
Robbins, S. P., & Judge, T. A. (2022). Organizational Behavior (19th ed.). Pearson.
Roman A. Alfajaro, J., & C. Alfajaro, J. (2023). Teachers’ Working Conditions and Engagement in Their Productivity. International Journal of Research Publications, 122(1).
Sahu, A., & Samantaray, S. (2022). Digitalization of Education: Rural India’s Potential to Adapt to the Digital Transformation as New Normality. In Biologically Inspired Techniques in Many Criteria Decision Making: Proceedings of BITMDM 2021 (pp. 377–388). Springer Nature Singapore.
Sari, M., Rachman, H., Astuti, N. J., Afgani, M. W., & Siroj, R. A. (2022). Explanatory Survey Dalam Metode Penelitian Deskriptif Kuantitatif. Jurnal Pendidikan Sains Dan Komputer, 3(01), 10–16.
Schein, E. H., & Schein, P. A. (2021). Organizational Culture and Leadership (6th ed.). Wiley.
Sevinç, ?. (2022). Job Satisfaction Levels of Religious Culture and Ethics Teachers and Imam Hatip High School Vocational Course Teachers. Journal of the Near East University Faculty of Theology, 8(1), 87–108.
Sultana, N., Rahman, T., & Hassan, M. R. (2024). Cultural Foundations of Organizational Behavior: A Neo-Parsonian Interpretation. Asian Journal of Management Sciences, 15(1), 77–89.
Syafriani, Y., & Ramadhani, S. (2023). Budaya Organisasi dan Dampak Organisasi Terhadap Lembaga Pendidikan. Jurnal Pendidikan dan Sains, 3(1), 77–85.
Syaputra, A., & Santosa, A. B. (2022). The Contribution of Organizational Culture in Schools to Improving Teacher Performance. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 8(01), 49–58.
Wang, W., & Zhou, S. (2022). The Effect of School Organizational Support on Job Satisfaction of Primary and Secondary School Teachers: The Mediating Role of Teachers’ Engagement in Educational Research. Best Evidence in Chinese Education, 11(2), 1499–1515.
Wittmann, J. (2021). Some Basic Considerations on the Design and the Interpretation of Indicators in the Context of Modelling and Simulation. In Measuring and Understanding Complex Phenomena: Indicators and Their Analysis in Different Scientific Fields (pp. 3–15). Springer International Publishing.
Wullur, M. M., & Werang, B. R. (2020). Emotional Exhaustion and Organizational Commitment: Primary School Teachers’ Perspective. International Journal of Evaluation and Research in Education.
Ying, C., Li, J.-B., Hongbiao, Y., & Wang, H. (2024). The Antecedents and Outcomes of Teachers’ Autonomy Satisfaction: A Meta-Analytic Investigation.
Yukl, G. A. (2020). Leadership in Organizations (9th ed.). Pearson Education.
Zhai, X., Rehman, S., Addas, A., Liu, Q., Rehman, E., & Khan, M. N. (2025). Emotional Labor and Empathic Concern as Predictors of Exhaustion and Disengagement in College Teachers. Scientific Reports, 15(1), 26281.
Zhi, S. (2022). Psychological Support for Public-Funded Normal Students Engaged in Teaching Profession. The International Journal of Mental Health Promotion.
Refbacks
- There are currently no refbacks.
View My Stats