The Influence of Organizational Culture and School Principals’ Competence on Teacher Performance with Work–Life Balance as a Moderating Variable at Sultan Agung Educational Foundation, Pematangsiantar

Intalia Aritonang; Sherly; Efendi; Marisi Butarbutar; Erbin Chandra

doi:10.59890/ijatss.v4i10.6

Authors

Intalia Aritonang Sekolah Tinggi Ilmu Ekonomi Sultan Agung, Indonesia
Sherly Sekolah Tinggi Ilmu Ekonomi Sultan Agung, Indonesia
Efendi Sekolah Tinggi Ilmu Ekonomi Sultan Agung, Indonesia
Marisi Butarbutar Sekolah Tinggi Ilmu Ekonomi Sultan Agung, Indonesia
Erbin Chandra Sekolah Tinggi Ilmu Ekonomi Sultan Agung, Indonesia

DOI:

https://doi.org/10.59890/ijatss.v4i10.6

Keywords:

Organizational Culture, Principal Competence, Teacher Performance, Work-Life Balance

Abstract

This study investigates whether organizational culture and principal competence are associated with teacher performance and whether work–life balance changes these relationships at Sultan Agung Educational Foundation, Pematangsiantar, Indonesia. Questionnaire data from 89 teachers were analyzed using multiple regression and the absolute-difference procedure in SPSS 21. Organizational culture (B = 0.357, p = 0.003) and principal competence (B = 0.687, p < 0.001) were positively associated with teacher performance. The main model accounted for 45.5% of its variance (R² = 0.455). Work–life balance had a positive coefficient in the moderation model (B = 1.954, p < 0.001), but neither moderation term was significant: p = 0.713 for organizational culture and p = 0.605 for principal competence. The results therefore support the two direct relationships but do not support the proposed moderating effects

References

Cho, H., Pyun, D. Y., & Wang, C. K. J. (2025). Teachers’ work-life balance: the effect of work-leisure conflict on work-related outcomes. Asia Pacific Journal of Education, 45(4), 1097–1112. https://doi.org/10.1080/02188791.2023.2259113

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. https://doi.org/10.1007/BF02310555

Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281–302. https://doi.org/10.1037/h0040957

Edwards, J. R. (1994). Regression Analysis as an Alternative to Difference Scores. Journal of Management, 20(3), 683–689. https://doi.org/10.1016/0149-2063(94)90011-6

Gitonga, H. K., Kibaara, T., & Gichohi, P. M. (2022). Work-Life Balance as A Moderator Between Teaching Competence Standards and Teachers’ Performance in Public Primary Schools in Igembe North Sub-County, Meru County. Journal of Education, 10(2), 31–45. https://doi.org/10.71274/ijpp.v10i2.139

Hardiyana, A. (2025). Principals’ Leadership, Organizational Culture, Motivation and Competence on Teacher Performance and Student Achievement. Trikonomika: Jurnal Ekonomi, 24(2), 125–138. https://doi.org/10.23969/trikonomika.v24i2.33545

Johari, J., Tan, F. Y., & Zulkarnain, Z. I. T. (2018). Autonomy, workload, work life balance and job performance teachers. International Journal of Educational Management, 32(1), 107–120.

Li, M., & Albattat, A. (2025). The influence of work-life balance on teacher performance in Zhengzhou, China. Frontiers in Psychology, 16(September). https://doi.org/10.3389/fpsyg.2025.1586128

Marhamah, S., Werang, B. R., & Ariawan, I. P. W. (2025). The Influence of Personality Competence, Social Competence, and Professional Competence of School Principals on Teacher Performance in Kopang District, Central Lombok. International Research Journal of Management, IT & Social Sciences, 12(2), 43–53. https://doi.org/10.21744/irjmis.v12n2.2499

Raharja, S., Nashir, I. M., & Andriani, D. E. (2022). The effect of principals’ transformational leadership and organizational culture on teacher performance. Jurnal Kependidikan Penelitian Inovasi Pembelajaran, 6(2), 152–162. https://doi.org/10.21831/jk.v6i2.49456

Santosa, A. B. (2022). Organizational Culture as The Basis of Teacher Performance Development. AL-TANZIM: Jurnal Manajemen Pendidikan Islam, 6(3), 962–973. https://doi.org/10.33650/al-tanzim.v6i3.3019

Satata, S., Trisnamansyah, S., Sujiarto, H., & Kosasih, U. (2022). The Effect Of Leadership, Organizational Culture, Commitment, And Teacher Competency On Teacher Performance. International Journal of Educational Research & Social Sciences, 3(4), 1673–1681. https://doi.org/10.51601/ijersc.v3i4.435

Syaputra, A., & Santosa, A. B. (2022). The Contribution of Organizational Culture in Schools to Improving Teacher Performance. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 8(01), 49–58. https://doi.org/10.32678/tarbawi.v8i01.5752

Utaminingsih, S. (2025). The influence of organizational culture, work-life balance, and occupational health on teacher performance. Indonesian Journal of Educational Development (IJED), 6(4), 1353–1366. https://ojs.mahadewa.ac.id/index.php/ijed/article/view/5030