Abstract
Creating a positive school climate is a real challenge in today's school management. Meanwhile, a positive conducive school climate will contribute to improving school performance. This paper aims to look at the contribution of teacher leadership and professionalism to the school organizational climate. The method used in this study is quantitative, while the data instrument is collected by distributing questionnaires. The study was conducted by involving 155 teachers spread over three public madrasas in Medan city. The study results show that teacher professionalism has a more real impact on efforts to establish a conducive school organizational climate. The originality shown from this study is that the contribution of leadership is no longer a determinant in the organizational climate of schools. This study offers strengthening of teacher professionalism as an effort.
Publisher
Camarines Sur Polytechnic Colleges
Reference55 articles.
1. Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291–307. https://doi.org/10.1007/s10984-015-9198-x
2. Almessabi, A. (2021). Culturally Foreign Teachers’ Perceptions of School Climate and Its Relationship to Their Self-Efficacy. SAGE Open, 11(3), 215824402110439. https://doi.org/10.1177/21582440211043927
3. Araghieh, A., Farahani, N. B., Ardakani, F. B., & Zadeh, G. N. (2011). The role of teachers in the development of learning opportunities. Procedia - Social and Behavioral Sciences, 29, 310–317. https://doi.org/10.1016/j.sbspro.2011.11.244
4. Bateman, T. S., & Snell, S. A. (2015). Management: Leading & Collaborating in a Competitive World (11th ed.). McGraw-Hill Education.
5. Bateman, T. S., Snell, S. A., & Konopaske, R. (2019). Management: Leading & Collaborating in a Competitive World (13th ed.). McGraw-Hill.