The Influence of Participative Leadership and Organizational Culture on Teacher Performance in Primary Schools
DOI:
https://doi.org/10.52690/jswse.v7i1.1449Keywords:
Organizational Culture, Participative Leadership, Primary School Management, Rural Education, Teacher PerformanceAbstract
This study examines the influence of principals' participative leadership and school organizational culture on teacher performance in rural primary schools in Kinal District, Kaur Regency, Indonesia. Employing a quantitative survey design, data were collected from 44 teachers across four public primary schools using a census technique. Structured questionnaires measuring participative leadership, organizational culture, and teacher performance were analyzed using multiple linear regression with SPSS version 20. The results reveal that participative leadership has a significant positive effect on teacher performance (t = 3.482, p = 0.001), and organizational culture similarly demonstrates a significant positive effect (t = 2.967, p = 0.005). Simultaneously, both variables explain 47.9% of the variance in teacher performance (F = 18.742, p < 0.001, R² = 0.479). The study concludes that when principals actively involve teachers in decision-making and foster a collaborative, disciplined school culture, teacher performance improves substantially. The novelty lies in the integrated examination of both variables within the underexplored context of rural Indonesian primary schools, addressing a gap in national educational management literature. Practically, the findings recommend that principals adopt participative practices through formal and informal forums, strengthen organizational culture via shared values and teamwork, and prioritize these strategies particularly in resource-constrained rural settings. This study contributes to educational leadership and organizational behavior literature by empirically confirming the combined influence of participative leadership and organizational culture on teacher performance, providing evidence-based insights for school management policies, leadership training, and professional development initiatives in rural primary education.
References
Armenakis, A., Brown, S., & Mehta, A. (2011). Organizational Culture: Assessment and Transformation. Journal of Change Management, 11(3), 305–328. https://doi.org/10.1080/14697017.2011.568949
Budiastri, R., & Ahdhianto, E. (2021). Analysis of Professional Teacher Performance in the Implementation of Online Learning in Elementary Schools. 1(8), 628–637. https://doi.org/10.17977/um065v1i82021p628-637
Cropanzano, R., & Mitchell, M. S. (2005). Social Exchange Theory: An Interdisciplinary Review. Journal of Management, 31(6), 874–900. https://doi.org/10.1177/0149206305279602
Cropanzano, R., & Rupp, D. E. (2008). Social Exchange Theory and Organizational Justice. In Justice, Morality, and Social Responsibility (pp. 63–99). Emerald Publishing Limited. https://doi.org/10.1108/978-1-60752-897-520251004
Dahlia, I., Sudadio, S., & Rusdiyani, I. (2025). The Role of Organizational Behavior Mediation in Organizational Cultural Relations and Education Quality: A Teacher’s Perspective in Serang City Elementary School. AL-ISHLAH: Jurnal Pendidikan, 17(4). https://doi.org/10.35445/alishlah.v17i4.7904
Dorukbaşi, E., & Cansoy, R. (2024). Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices. European Journal of Education, 59(3). https://doi.org/10.1111/ejed.12672
Elstad, E., Christophersen, K. A., & Turmo, A. (2011). Social exchange theory as an explanation of organizational citizenship behaviour among teachers. International Journal of Leadership in Education, 14(4), 405–421. https://doi.org/10.1080/13603124.2010.524250
Engels, N., Hotton, G., Devos, G., Bouckenooghe, D., & Aelterman, A. (2008). Principals in schools with a positive school culture. Educational Studies, 34(3), 159–174. https://doi.org/10.1080/03055690701811263
Fatoki, O. (2023). PARTICIPATIVE LEADERSHIP AND EMPLOYEE JOB SATISFACTION: THE MEDIATING EFFECTS OF PSYCHOLOGICAL EMPOWERMENT AND WORK ENGAGEMENT Olawale FATOKI. 15. https://doi.org/10.2478/fman-2023-0012
Hasibuan, P. M., & Hadijaya, Y. (2024). Implementasi Budaya Organisasi dalam Meningkatkan Kinerja Guru. 5(3), 2802–2809.
KANE-URRABAZO, C. (2006). Management’s role in shaping organizational culture. Journal of Nursing Management, 14(3), 188–194. https://doi.org/10.1111/j.1365-2934.2006.00590.x
Karakose, T., Polat, H., Tülübaş, T., & Demirkol, M. (2024). A Review of the Conceptual Structure and Evolution of Digital Leadership Research in Education. Education Sciences, 14(11), 1166. https://doi.org/10.3390/educsci14111166
Khairiah, K., & Zakaria, Z. (2019). Organizational Culture and the Improvement of Teacher Performance. Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). https://doi.org/10.2991/icetep-18.2019.60
Khan, M. A. S., Jianguo, D., Jin, S., Saeed, M., & Khalid, A. (2023). Participative leadership and service recovery performance: a moderated mediation model. Journal of Service Theory and Practice, 33(4), 537–555. https://doi.org/10.1108/JSTP-07-2022-0146
Li, L., Kanchanapoom, K., Deeprasert, J., Duan, N., & Qi, Z. (2025). Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction. BMC Psychology, 13(1), 14. https://doi.org/10.1186/s40359-024-02324-1
Mufidah, Z., Hariyati, N., Yulianingsih, W., & Surabaya, U. N. (2025). School Principal's Participatory Leadership Style in Improving the Professionalism of Educators and Education Personnel. 849–862. https://doi.org/10.47709/educendikia.v5i02.6104
Prihatini, D., Arafat, Y., & Mulyadi, M. (2021). The Influence of Organizational Culture and Principal Leadership Towards Teacher’s Performance. Journal of Social Work and Science Education, 1(3), 204–213. https://doi.org/10.52690/jswse.v1i3.107
Riza, M. F., Hutahayan, B., & Chong, H. Y. (2025). Fostering high-performing organizations in higher education: the effect of participative leadership, organizational culture, and innovation on organizational performance and commitment. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2448884
Somech, A. (2010). Participative Decision Making in Schools: A Mediating-Moderating Analytical Framework for Understanding School and Teacher Outcomes. Educational Administration Quarterly, 46(2), 174–209. https://doi.org/10.1177/1094670510361745
Sulistyaningrum, S. D. (2024). E-Learning Trends in English Educational Research : A Systematic Literature Review. 12(01), 12–27.
Susanto, R., Agustina, N., Mujazi, M., Yulhendri, Y., & Nasution, E. S. (2025). Teacher Performance Evaluation: A Holistic Approach to Improving the Quality of Education in Elementary Schools. Mimbar Sekolah Dasar, 12(2), 289–306. https://doi.org/10.53400/mimbar-sd.v12i2.86833
Tan, C., & Ng, C. S. L. (2021). Cultivating creativity in a high-performing education system: The example of Singapore. Journal of Curriculum and Pedagogy, 18(3), 253–272. https://doi.org/10.1080/15505170.2020.1808126
Torres, L. L. (2022). School Organizational Culture and Leadership: Theoretical Trends and New Analytical Proposals. Education Sciences, 12(4), 254. https://doi.org/10.3390/educsci12040254
Wiewiora, A., Trigunarsyah, B., Murphy, G., & Coffey, V. (2013). Organizational culture and willingness to share knowledge: A competing values perspective in Australian context. International Journal of Project Management, 31(8), 1163–1174. https://doi.org/10.1016/j.ijproman.2012.12.014
Wolterinck, C. H. D., Cindy, B., Schildkamp, K., & Visscher, A. J. (2024). Key stakeholder voices : Investigating student perceptions of teachers ’ use of assessment for learning. Educational Assessment, Evaluation and Accountability, 36(2), 257–275. https://doi.org/10.1007/s11092-024-09428-7
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Heti Suryati, Sudarwan Danim, Azizatul Khairi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
