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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Management of Education: Jurnal Manajemen Pendidikan Islam
Muhammad Aufa Ihsan
University Utara Malaysia, Malaysia
Religion Arts Education

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Understanding Teachers’ Perceptions and Experiences of Organizational Culture and Its Influence on Job Satisfaction: A Qualitative Study in Penang National School Xu Jia; Muhammad Aufa Ihsan; Abdurrahman Thalib
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 16 No. 1 (2026): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v16i1.20843

Abstract

This study explores teachers’ perceptions and experiences of organizational culture and its influence on job satisfaction in a national primary school in Penang, Malaysia. Using an interpretive qualitative case study design, data were collected through semi-structured interviews, focus group discussions, and document analysis involving 18 participants. The findings reveal four main dimensions of organizational culture that shape teacher job satisfaction: leadership and participation, collegial relationships, recognition and professional growth, and work environment and conditions. Although teachers generally perceived the school culture as supportive and collaborative, the study identified several tensions, including limited participation in school-level decision-making, unequal access to professional opportunities, and psychological pressure caused by workload and administrative demands. A key contribution of this study is the identification of a participation gap, referring to the contrast between teachers’ autonomy in classroom instruction and their limited influence on broader organizational decisions. The study also shows that seniority and hierarchical position shape how teachers experience organizational culture. These findings suggest that teacher job satisfaction is influenced not only by physical resources and collegial support but also by meaningful participation, psychological well-being, and equitable professional development. The study offers practical implications for school leaders in developing a more inclusive, transparent, and supportive organizational culture.
Maintaining Traditional Practices in Modern Times: How the Principal Fosters School-Community Partnerships Amidst Digital Advancements at Khadijah Islamic Boarding School? Muhammad Aufa Ihsan; Mulyawan Safwandy Nugraha; Marina Nazrin
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 2 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v12i2.20598

Abstract

Maintaining school community partnerships has become increasingly complex for faith based educational institutions amid rapid digital advancement. This study explores how the principal of Khadijah Islamic Boarding School sustains traditional practices while fostering effective school community partnerships in a modern context. Using a qualitative case study approach, data were collected through in depth interviews, observations, and document analysis. The findings reveal that partnership development is anchored in religiously grounded activities, selective parental involvement, and the adaptive use of digital communication, particularly WhatsApp, to maintain accessibility and relational closeness. Rather than relying on extensive technological integration, the principal prioritizes trust based leadership, cultural alignment, and blended communication strategies that combine digital tools with face to face engagement. Challenges related to geographic distance and the limitations of digital communication highlight the importance of ethical judgment and contextual decision making in sustaining inclusive collaboration. This study contributes to school community partnership literature by proposing a contextual model of trust based collaboration in Islamic boarding schools, demonstrating that traditional practices and digital advancement can coexist through culturally responsive leadership.
Co-Authors Abdurrahman Thalib Marina Nazrin Mulyawan Safwandy Nugraha Xu Jia