The Influence of Transformational Leadership, Organizational Culture, Organizational Communication, and Organizational Commitment on Teacher Performance in Indonesia: A Study in Jambi Province

Electronic Journal of Education, Social Economics and Technology Vol. 6, No. 2, (2025), pp. 1~11 Article ID: 1145 ISSN 2723-6250 (online) DOI: https://doi.org/10.33122/ejeset.v6i2.1145 Research Article The Influence of Transformational Leadership, Organizational Culture, Organizational Communication, and Organizational Commitment on Teacher Performance in Indonesia: A Study in Jambi Province Mahesa Nababil*, Robi Hendra, Akhmad Habibi Universitas Jambi, Jambi, Indonesia *Corresponding Author: | Phone: 081369490959 ABSTRACT This study aims to analyze the influence of transformational leadership, organizational culture, organizational communication, and organizational commitment on teacher performance in Keliling Danau District. In the context of education, teacher performance is influenced by various internal factors within the school organization. The research method used is descriptive quantitative with teachers and a sample of 325 teachers taken using the Slovin formula. Data were collected through a validated questionnaire and analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) techniques. The results of the study indicate that transformational leadership has a significant positive effect on teacher performance and organizational commitment. Organizational culture also contributes positively to organizational communication and teacher performance. Additionally, good organizational communication enhances teacher commitment, which in turn positively impacts their performance. These findings emphasize the importance of integrating leadership, culture, communication, and commitment in creating a productive work environment for teachers, particularly in areas with challenges such as Keliling Danau. Keywords: Transformational Leadership; Organizational Culture; Organizational Communication; Organizational Commitment; Teacher Performance 1. INTRODUCTION In everyday educational practice, teachers have considerable responsibilities, not only teaching in the classroom, but also nurturing character and creating a healthy learning environment (Joski, Putri, & Supratman, 2015). What teachers do in the classroom is largely determined by the working atmosphere at school (Rifki et al., 2024). There are many teachers who have good teaching skills, but their performance declines due to an unsupportive work environment (Komarudin, 2018). Therefore, it is important to understand that teacher performance does not stand alone; it is influenced by many factors that come from within the school organization itself (Hayati, Arafat, & Sari, 2020). In the ever-changing world of education, there are various factors that influence the balance of leadership styles. An effective leadership style must be open to analysis from various management perspectives, in line with the demands of the school. One of the important objectives of implementing a principal's leadership style is to manage all of the school's potential resources. (Melia Sari Onika Putri , Juhaini Alie, 2025). The management of the school's resources in line with its educational goals is inseparable from the leadership style of the principal, both in normal and emergency situations. Therefore, the principal's leadership must continue to ensure that the desired quality of education is maintained. One of the main factors is how the principal leads. In some schools, the principal is a central figure who is able to motivate and provide clear direction (Khofifah & Banin, 2023). Transformational leadership style is often discussed in literature as the most effective approach in creating positive change in educational environments (Ilmi Aini, Hasan Hariri, 2024). Leaders who are able to listen, provide room for growth, and build a shared vision can encourage teachers to feel valued (Sugeng, 2022). This sense of appreciation then influences work enthusiasm and willingness to do more than just routine tasks (Polii, 2023). In addition to leadership, the overall work environment is largely determined by the organizational culture that has developed at the school (Hasibuan & Hadijaya, 2024). A good culture is not something that is formed overnight, but is built from habits, values, and the way teachers and leaders interact every day (Hutasuhut, 2018). Schools that have an open Page 1 of 11 Nababil et al. Electronic Journal of Education, Social Economic and Technology, Vol. 6, No. 2, (2025), pp.1~11, Article ID: 1145 work culture, mutual respect, and uphold professionalism will create a comfortable environment for teachers (Ruyani, Ratnasari, & Susanti, 2021). However, if these values are weak or not upheld, it can actually lead to a tendency to work merely to fulfill one's obligations (Sudewa & Riana, 2020). Communication is also an integral part of the dynamics of school organizations. Good communication not only conveys information, but also builds trust (Joski et al., 2015). When teachers feel they can speak openly with the principal, clarity regarding roles and responsibilities will also be established (Muhammad, 2021). Conversely, closed or one-way communication makes teachers feel uninvolved, even alienated from important decisions that affect their work (Octaviarnis, Maisyaroh, & Sumarsono, 2021). Healthy communication ultimately strengthens cooperation and fosters a sense of belonging to the school (Nursilowati, 2024). Teachers' attitudes toward their workplace also need to be viewed in terms of their level of commitment to the organization (Ruyani, Ratnasari, & Susanti, 2021). Teachers who feel comfortable, supported, and valued generally have a high commitment to continue working and developing at the school (Wasito, 2021). This commitment can be seen from the extent to which teachers are willing to participate in school activities, their level of loyalty, and how they respond to challenges at school (Hayati et al., 2020). When this commitment is high, teachers' performance tends to improve because they feel that school is not just a place of work, but also a place of service (Ruyani et al., 2021a). However, the reality on the ground shows that not all schools are able to create the ideal combination of leadership, culture, communication, and teacher commitment (Octaviarnis et al., 2021). In areas such as Keliling Danau Subdistrict, the situation is quite complex. The geographical location far from the city center, limited facilities, and varying quality of school principals mean that the work experience of teachers there is not always ideal (Hasibuan & Hadijaya, 2024). In such circumstances, it is the school organization itself that determines whether the school can become a healthy workplace or exacerbate existing challenges (Hutasuhut, 2018). Through an understanding of how transformational leadership, organizational culture, organizational communication, and teacher commitment influence each other, we can see more clearly what needs to be strengthened in schools (Hendra Depriansyah Putra, Mukhneri M (...truncated)