The Effect of Organizational Culture and Managing Workload on Teacher Performance Mediated by Intrinsic Motivation
DOI:
https://doi.org/10.70550/joseb.v3i3.668Keywords:
Organizational Culture, Managing Workload, Intrinsic Motivation, Teacher Performance, Education SectorAbstract
Objectives: This study aims to analyze the causal relationship between organizational culture and managing workload on teacher performance, with intrinsic motivation as a mediating variable. The urgency of this study arises from the need to improve the performance of civil servant teachers in public junior high schools, in line with the demands of Sustainable Development Goals (SDGs) 4 (Quality Education) and 8 (Decent Work and Economic Growth) within the higher education sector.
Methodology: This study employed a quantitative approach with a causal-associative research design. Data were collected through a survey using a questionnaire. The study population and sample consisted of 91 civil servant teachers with at least one year of work experience. Data analysis was conducted using Partial Least Squares–Structural Equation Modeling (PLS-SEM).
Finding: The findings demonstrate that organizational culture and managing workload positively influence both intrinsic motivation and teacher performance. Moreover, intrinsic motivation is proven to act as a partial mediator, further amplifying the effect of organizational culture and managing workload on teacher performance.
Conclusion: These findings not only contribute theoretically by enriching the model intervariable relationships in the education sector context but also offer practical implications. This study recommends organizational culture and managing workload as essential strategies for enhancing teacher intrinsic motivation, which is ultimately serves as a crucial factor in improving teacher performance in the public junior high school X,Y and Z west Jakarta
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