The The Implementation of Organizational Culture and Self-Efficacy in Improving the Quality of Teacher Student Learning Interactions at SMK Sasmita Jaya 2 : English

Yulita Puji Lestari; Imas  Masriah; Ersam  Mahendrawan; Siti Zubaidah; Saiful Anwar

doi:10.4444/jisma.v5i5.1278

Authors

Yulita Puji Lestari Universitas Pamulang
Imas Masriah Universitas Pamulang
Ersam Mahendrawan Universitas Pamulang
Siti Zubaidah Universitas Pamulang
Saiful Anwar Universitas Pamulang

DOI:

https://doi.org/10.4444/jisma.v5i5.1278

Keywords:

Organizational Culture, Teacher Self-Efficacy, Learning Interaction

Abstract

This study aims to analyze the simultaneous effect of Organizational Culture and Teacher Self-Efficacy on the Quality of Learning Interactions at SMK Sasmita Jaya 2 Pamulang. A quantitative method with a correlational design was employed, involving 38 permanent teachers as subjects. Data were collected through Likert-scale questionnaires and classroom observations, then analyzed using multiple linear regression and Pearson correlation with the assistance of SPSS. The results indicate that the regression model meets all classical assumptions (normality Sig. = 0.200, multicollinearity VIF = 2.549, autocorrelation DW = 2.071). Partially, Organizational Culture (Sig. = 0.000, B = 0.541) and Teacher Self-Efficacy (Sig. = 0.000, B = 0.536) have a positive and significant effect on the Quality of Learning Interactions. Simultaneously, both variables contribute very strongly, explaining 82.3% of the variation in the Quality of Learning Interactions (R² = 0.823). It is concluded that the Quality of Learning Interactions is a synergistic product of a supportive institutional context and strong teacher personal agency. The study suggests that schools need to integrate the strengthening of a humanist-religious culture with professional development programs based on mastery experiences to enhance self-efficacy. The implications of the study indicate that improving the quality of vocational graduates is not only determined by the curriculum but is crucially influenced by teacher socio-cognitive interactions supported by a strong organizational culture.

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