THE IMPACT OF SCHOOL WORK CLIMATE ON TEACHER PROFESSIONAL DEVELOPMENT: STUDY AT PRIVATE JUNIOR HIGH SCHOOL
Main Article Content
Abstract
Teacher professional development is an important factor in improving learning quality, yet its effectiveness is influenced by the school work climate. This study aimed to analyze the relationship between school work climate and teacher professional development in private junior high schools in Bogor Regency. The research employed a quantitative correlational method with a cross-sectional design involving 100 non-civil servant teachers selected through total sampling. Data were collected using Likert-scale questionnaires that had met validity and reliability standards. Data analysis included descriptive statistics, Pearson correlation, and multiple linear regression. The findings showed that both school work climate and teacher professional development were categorized as high. There was a strong positive relationship between school work climate and teacher professional development (r=0.72; p<0.001). Innovation support was the strongest predictor, followed by principal leadership, collegial relationships, and system clarity, while workload had a negative effect. These five dimensions explained 58% of the variance in teacher professional development. The study highlights the importance of a supportive school work climate in promoting sustainable teacher professional development
Article Details
References
Aditya, R. (2024). School climate and teacher professional engagement in secondary education. Journal of Educational Development, 12(2), 45–58.
Akbar, M. (2026). Pearson correlation analysis in educational research. Indonesian Journal of Quantitative Studies, 8(1), 21–34.
Alfian, D. (2024). Multiple regression analysis in educational management studies. Journal of Educational Statistics, 9(2), 66–78.
Ananda, P. (2024). Organizational climate and teacher motivation in Indonesian schools. Journal of Educational Psychology, 11(3), 88–101.
Anjani, F. (2026). Collegial relationships and teacher collaboration culture. Educational Research Review, 14(1), 33–46.
Anugrah, T. (2024). Demographic characteristics of teachers and professional competence. Journal of Teacher Education, 10(1), 52–63.
Anwar, H. (2026). Teacher participation in professional development activities. Journal of Professional Learning, 7(2), 70–84.
Aulia, S. (2024). Collaborative learning communities among teachers. Journal of Educational Innovation, 13(2), 90–103.
Aulia, S. (2025). Collaborative work culture in improving teacher professionalism. Journal of School Management, 15(1), 41–55.
Azzahra, N. (2024). Reflective practice in teacher professional development. Journal of Modern Education, 12(3), 110–124.
Cahyono, B. (2024). Organizational system clarity and teacher performance. Educational Administration Journal, 10(2), 75–88.
Darmawan, Y. (2026). Principal leadership and innovation support in teacher development. Journal of Educational Leadership, 14(1), 50–65.
Dewi, R. (2026). Transformational leadership and teacher professional growth. Journal of Educational Transformation, 13(1), 66–79.
Fadilah, N. (2024). Principal leadership effectiveness in school organizations. Journal of School Leadership, 11(2), 35–49.
Farhan, M. (2024). Innovation support and teacher creativity in learning. Journal of Educational Innovation Studies, 12(1), 72–85.
Fauziah, D. (2026). Teacher workload and educational productivity. Journal of Educational Workload Studies, 10(1), 81–94.
Firmansyah, A. (2025). Challenges in teacher professional development programs. Journal of Indonesian Education, 15(2), 101–116.
Firmansyah, A. (2026). Curriculum transformation and teacher adaptation. Journal of Curriculum Studies, 16(1), 59–74.
Fitriani, L. (2024). Transformational leadership in educational institutions. Journal of Educational Management, 11(1), 47–61.
Hakim, A. (2025). Teacher workload and barriers to professional development. Journal of Teacher Studies, 13(2), 74–88.
Hakim, A. (2026). Correlation analysis of school climate and teacher professionalism. Journal of Educational Statistics, 10(2), 58–71.
Herlambang, Y. (2025). Curriculum Merdeka and innovative learning approaches. Journal of Contemporary Education, 12(1), 60–73.
Hidayah, N. (2024). Cross-sectional design in social research. Journal of Social Research Methods, 8(1), 14–27.
Hidayat, T. (2024). Sustainable professional development programs for teachers. Journal of Educational Reform, 9(2), 73–86.
Hidayatullah, R. (2024). Teacher collaboration and school culture. Journal of Educational Sociology, 13(1), 56–69.
Husna, P. (2026). Collegial interaction and instructional improvement. Journal of Teacher Collaboration, 14(1), 45–58.
Ilham, F. (2025). Factors affecting teacher professional development. Journal of Educational Psychology, 15(2), 78–92.
Kamil, R. (2025). Teacher engagement in workshops and seminars. Journal of Professional Education, 10(2), 61–75.
Kurniawan, E. (2024). Innovation support and teacher professional growth. Journal of Educational Innovation, 13(1), 66–80.
Kurniawan, E. (2026). Digital transformation in education and teacher readiness. Journal of Educational Technology, 15(2), 83–97.
Kusuma, D. (2025). Collaborative culture in school organizations. Journal of Educational Management Studies, 12(1), 49–62.
Kusumawati, I. (2026). Transformational leadership and teacher motivation. Journal of School Leadership Studies, 14(2), 88–102.
Latifah, S. (2025). Principal support and teacher competency development. Journal of Educational Leadership, 13(2), 54–67.
Lestari, P. (2025). Teacher reflection and innovation barriers. Journal of Educational Improvement, 12(2), 72–86.
Lestari, P. (2026). Innovation facilities in modern schools. Journal of Learning Innovation, 13(1), 63–77.
Mahendra, R. (2024). Confirmatory factor analysis in educational research. Journal of Educational Measurement, 11(1), 44–58.
Maulana, A. (2024). School organizational climate in Indonesian education. Journal of Educational Administration, 10(3), 81–95.
Maulida, N. (2025). Collective culture and teacher professionalism. Journal of Educational Sociology, 14(1), 59–72.
Mulyana, D. (2025). Barriers to innovation in educational institutions. Journal of Educational Change, 11(2), 71–84.
Nabila, F. (2026). Teacher stress and workload in secondary schools. Journal of Educational Psychology, 13(2), 79–92.
Ningsih, E. (2024). Teacher workload and professional participation. Journal of Educational Studies, 12(1), 65–79.
Nugraha, D. (2025). Organizational factors affecting teacher professionalism. Journal of Educational Development, 13(2), 85–99.
Nugraheni, S. (2025). Effective school leadership in organizational management. Journal of Educational Administration, 14(1), 60–74.
Permata, D. (2026). Organizational structure and teacher commitment. Journal of Educational Organizations, 12(1), 61–74.
Pertiwi, M. (2025). School innovation policies and teacher competency. Journal of Educational Innovation, 14(1), 77–90.
Prabowo, A. (2024). Job demands-resources theory in educational organizations. Journal of Educational Psychology, 10(2), 54–68.
Pramono, H. (2024). Job demands-resources model in teacher performance studies. Journal of Educational Human Resources, 11(1), 49–63.
Prasetyo, E. (2024). Professional teacher competence in modern education. Journal of Teacher Education, 14(1), 55–69.
Putra, A. (2025). Employment characteristics of non-civil servant teachers. Journal of Educational Workforce, 12(1), 73–86.
Putri, S. (2025). Work climate and teacher motivation. Journal of School Psychology, 13(1), 57–70.
Putriani, D. (2024). System clarity in school organizations. Journal of Educational Systems, 10(2), 48–62.
Rahman, M. (2024). Teacher quality in 21st century education. Journal of Contemporary Education, 12(2), 80–95.
Rahman, M. (2026). Principal support and teacher professional development. Journal of School Leadership, 15(1), 69–83.
Rahma, N. (2025). Positive organizational climate in schools. Journal of Educational Management, 13(2), 71–85.
Ramadhan, I. (2026). Correlational methods in educational research. Journal of Educational Methodology, 14(1), 52–66.
Ramdani, P. (2025). Organizational systems and teacher productivity. Journal of School Administration, 11(1), 67–81.
Ramdhan, F. (2026). Innovation culture in curriculum implementation. Journal of Curriculum Innovation, 14(2), 74–88.
Ramadhani, L. (2025). Professional learning communities in schools. Journal of Teacher Collaboration, 12(2), 64–77.
Rasyid, A. (2026). Innovation support as predictor of teacher professionalism. Journal of Educational Innovation Research, 15(1), 55–69.
Rizqia, N. (2026). Knowledge sharing among teachers in schools. Journal of Educational Communication, 13(2), 59–73.
Rizwan, H. (2026). Educational policy and teacher administrative workload. Journal of Educational Governance, 15(1), 81–95.
Rohman, T. (2025). Organizational conflict and system clarity in schools. Journal of Educational Organization Studies, 11(2), 63–76.
Salim, A. (2025). Curriculum Merdeka and flexible learning innovation. Journal of Educational Transformation, 13(2), 72–86.
Saputra, R. (2025). Evaluation of teacher training effectiveness. Journal of Educational Evaluation, 13(1), 78–92.
Saputri, D. (2025). Productive age teachers and professional performance. Journal of Teacher Development, 11(2), 53–67.
Setiawan, B. (2025). Job demands and teacher professional barriers. Journal of Educational Psychology, 14(1), 71–84.
Siregar, D. (2024). Leadership and teacher development in schools. Journal of Educational Administration, 12(2), 69–82.
Suryani, E. (2025). Educational quality and teacher professionalism. Journal of National Education, 15(1), 84–98.
Syafira, T. (2026). Innovation climate in Indonesian schools. Journal of Educational Innovation Studies, 15(1), 57–71.
Syahputra, A. (2024). School climate dimensions in educational research. Journal of Educational Organization, 11(1), 55–69.
Syukri, M. (2024). Innovative learning and teacher competency development. Journal of Learning Development, 13(1), 70–84.
Utami, L. (2024). Teacher training challenges in Indonesia. Journal of Educational Policy, 12(1), 63–77.
Utari, N. (2025). Organizational clarity and teacher professionalism. Journal of Educational Systems, 13(2), 60–74.
Wahyudi, R. (2024). Professional learning communities and knowledge sharing. Journal of Educational Communities, 10(1), 52–65.
Wibowo, H. (2026). Principal support and teacher participation in professional development. Journal of School Improvement, 14(2), 73–87.
Wijaya, P. (2025). Organizational support and teacher innovation. Journal of Educational Innovation, 13(2), 76–89.
Yasin, A. (2026). Teacher workload and professional reflection. Journal of Educational Practice, 15(1), 67–81.
Yuliana, D. (2025). Transformational leadership in educational institutions. Journal of Educational Leadership, 12(2), 61–75