The findings are particularly significant because improving the quality of education depends largely on teachers as the primary drivers of the learning process. Schools that foster a supportive work environment, strengthen teachers' professional commitment, and encourage open communication are more likely to achieve better learning outcomes.
For years, many educational improvement programs have focused primarily on enhancing teachers' technical competencies through training. However, this study highlights that organizational factors within schools play an equally critical role. A positive working environment can increase teachers' motivation, creativity, and overall effectiveness in carrying out their professional responsibilities.
According to the researchers, school climate extends beyond physical facilities. It includes collegial relationships among teachers, leadership support from school principals, workplace safety, mutual trust, and a positive organizational culture. Meanwhile, teacher commitment reflects educators' dedication and loyalty to their profession, while communication refers to the effectiveness of information exchange among principals, teachers, and other school personnel.
The research employed a quantitative correlational survey design involving 86 teachers selected from a population of 125 teachers across three schools. Participants were chosen using proportional random sampling, while data were collected through validated and reliable Likert-scale questionnaires. The researchers analyzed the data using multiple linear regression with SPSS after confirming that all statistical assumptions had been satisfied.
The analysis revealed that all three variables exerted a positive and statistically significant influence on teacher performance.
Specifically, the study found that:
- School climate had the strongest influence on teacher performance, with a t-value of 4.318 and a significance level of 0.000.
- Teacher commitment also demonstrated a significant positive effect, with a t-value of 3.954 and a significance level of 0.000.
- Communication contributed significantly, recording a t-value of 3.126 and a significance level of 0.002.
- Collectively, the three variables produced an F-value of 57.214 with a significance level of 0.000, explaining 67.3 percent of the variation in teacher performance. The remaining 32.7 percent is attributed to factors outside the scope of this study.
Among the variables examined, school climate emerged as the most influential factor. This suggests that the more supportive and conducive the school environment is, the greater the likelihood that teachers will perform at their best.
The researchers explain that schools characterized by harmonious working relationships, adequate facilities, and a culture of mutual support encourage teachers to plan lessons more effectively, deliver higher-quality instruction, and evaluate student learning more efficiently. In contrast, an unfavorable work environment can hinder teacher productivity, even when educators possess strong professional competencies.
Teacher commitment was also identified as a crucial element in improving educational quality. Teachers with strong professional dedication tend to be more consistent in developing innovative teaching methods, overcoming educational challenges, and providing high-quality learning experiences for students.
Similarly, effective communication strengthens coordination among principals, teachers, and educational staff. Open communication channels enable schools to resolve instructional challenges more quickly, improve teamwork, and create a more productive organizational environment.
Rahayu Kurniadewi and her research team emphasize that enhancing teacher performance requires an integrated approach rather than isolated interventions. Schools should simultaneously cultivate a positive school climate, strengthen teachers' professional commitment, and establish transparent communication systems to build a sustainable culture of excellence.
The findings offer valuable insights for school principals, education foundations, and policymakers responsible for designing teacher development programs. Rather than focusing solely on improving technical competencies, educational institutions should also invest in creating supportive working conditions, reinforcing teachers' professional loyalty, and promoting open organizational communication.
The study also highlights opportunities for future research. Since 32.7 percent of teacher performance remains unexplained, future studies could investigate additional determinants such as principal leadership, organizational culture, teacher welfare, workload, and compensation systems to develop a more comprehensive model of teacher performance.
Author Profile
Rahayu Kurniadewi is an academic at Universitas Bakti Indonesia whose research focuses on educational management, particularly teacher performance improvement and school organizational management.
The study was co-authored by Artina Adriana Lappy, Kampanye P. Pata, and Ahmad Husin, who are also affiliated with Universitas Bakti Indonesia. Their research interests include educational quality improvement, school management, and teacher professional development.
Research Source
Kurniadewi, R., Lappy, A. A., Pata, K. P., & Husin, A. (2026). The Effects of School Climate, Teacher Commitment, and Communication on Teacher Performance. Indonesian Journal of Advanced Research (IJAR), 5(6), 957–972. https://doi.org/10.55927/ijar.v5i6.16662
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