The influence of organizational culture, work-life balance, and occupational health on teacher performance
DOI:
https://doi.org/10.59672/ijed.v6i4.5689Keywords:
Early childhood education, Occupational health, Organizational culture, Teacher performance, Work–life balanceAbstract
This study examines the influence of organizational culture, work–life balance, and occupational health on the performance of early childhood education teachers in South Tangerang City. Strengthening teacher performance in PAUD institutions is increasingly urgent due to rising academic workloads, administrative demands, and institutional expectations. The research aims to analyze both the partial and simultaneous effects of the three independent variables on teacher performance. A quantitative survey design was employed, involving 30 PAUD teachers selected through simple random sampling. Data were collected using a 46-item Likert-scale questionnaire and analyzed using multiple linear regression. The findings reveal that work–life balance has a significant positive effect on teacher performance, while organizational culture and occupational health do not show significant partial effects. However, the three variables collectively exert significant influence, with an R² of 0.261, indicating that they explain 26.1% of the variance in teacher performance. These results underscore the critical role of maintaining a balanced interaction between work responsibilities and personal life in enhancing teacher performance. The study concludes that institutions should provide structured support, reduce administrative burdens, and foster consistent work culture and occupational health measures to promote optimal performance and professional well-being among PAUD teachers.
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