Analysis Of The Influence Of Work Culture And Personality On Teacher's Commitment In School Unit Cooperation Agreement (SPK)

Sihotang, Hotmaulina and Purba, Santri Chintia and Sinambela, Sarton (2022) Analysis Of The Influence Of Work Culture And Personality On Teacher's Commitment In School Unit Cooperation Agreement (SPK). Academy of Strategic Management Journal, 21 (1). pp. 1-14. ISSN 1939 6104

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Abstract

This study aims to determine the primary and straightforward effect of work culture and personality on teacher commitment moreover the effect of interaction between work culture and personality variables on commitment. The research method is a survey method with an ex-post�facto study using 2-way ANOVA with Tukey's test. The population of all schools of SPK teachers is accredited at least B and a sample of 227 teachers. The sampling technique was stratified and purposive random sampling. The results of the study (1) work culture have a positive and significant effect on work commitment; (2) personality has a positive and significant effect on work commitment; (3) The influence of work culture and personality simultaneously on work commitment is 77.6%, and significant; (4) Low work culture and low personality have a work commitment of 55.29 (low); (5) Low work culture and strong personality have a work commitment of 65.13 (medium); (6) High work culture and low Personality work commitment 70.63 (high); (7) High work culture and strong personality have a work commitment of 75.09 (very high). Keywords: Commitment, Work Culture, Personality, SPK / Currently, the world is facing massive globalization and starting to strengthen the era of digitalization. This change must be directly responded to positively by millennials who have the characteristics of an out-of-the-box mindset, being creative and innovative, and quick adapting to technology. More comprehensive digital competencies include technical aspects related to hardware and software management and cognitive abilities related to knowledge and education (Sefton-Green, 2009; Falloon, 2020; Esteve-Mon et al., 2020). In the context of education, based on Digcom 2.0, European Commission (2015), there are at least five digital competencies, namely: information and data literacy; communication and collaboration; and the ability to solve and solve technical problems, be able to identify the needs and the required technological response, creativity in the use of digital technology, and able to identify the shortcomings of digital technology. This condition was responded to quickly by the government and the community as education providers to accelerate to produce competencies in the digitalization era by granting school permits for cooperative education units (SPK). In addition to the SPK school policy, in January 2020, the government issued an independent learning policy, namely the creation of happy learning students, teachers as learning drivers.

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