Research Paper | Education Management | Indonesia | Volume 7 Issue 2, February 2018
Organizational Climate of the School and Teacher Performance Improvement in the 21st Century
Mathias Gemnafle, Simon Petrus Waimuri, John Rafafy Batlolona
The purpose of this paper is to explore and present something new with regard to school climate issues and improving teacher performance in the context of education in the 21st century. One aspect that should be prioritized in the whole process of national education in Indonesia, especially in basic and medium education is the whole process of learning. Student learning outcomes in the school that are consisted of the cognitive, affective and psychomotor competencies are more dominantly determined by the teacher in school. Therefore, the quality of teachers work is positively correlated with the quality of graduates from different levels and types of education. A teacher who has a positive performance that is reflected in the self and learning achievement of their students is certainly sustained by various factors. One factor that contributes significantly to teacher performance is the organizational climate of the school. Positive school organizational climate will continue to encourage teachers to devote everything they have relating to aspects of knowledge or mind, energy, time, commitment, alignment and sense of professionalism responsibility to improve student achievement. School organizational climates are in principle not seen, touched or addressed, but their impact on the workings of members of the organization, among others, Principals, Teachers, employees and students who clearly demonstrate the effects in the self and working behavior of school organization members, especially in a teacher. A teacher as a member of a school organization always perceives and responds to every circumstance, speech, attitude and or behavior that occurs around it. Therefore, in creating a positive school organization climate should be the primacy of the work of every educational leader called the principal. The implication of this paper is to provide effective and efficient information in the organizational climate and improve teacher performance in improving student learning outcomes in schools.
Keywords: School Organizational Climate, Teacher Performance Improvement, Student Learning Outcomes
Edition: Volume 7 Issue 2, February 2018
Pages: 119 - 126
How to Cite this Article?
Mathias Gemnafle, Simon Petrus Waimuri, John Rafafy Batlolona, "Organizational Climate of the School and Teacher Performance Improvement in the 21st Century", International Journal of Science and Research (IJSR), https://www.ijsr.net/search_index_results_paperid.php?id=ART20179865, Volume 7 Issue 2, February 2018, 119 - 126
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