Building Teachers' Organizational Commitment Through Organizational Culture, Agile Leadership, Self-Efficacy, and Work Motivation: An Integrated SEM-PLS and SITOREM Approach

Dewi Purwaningsih (Universitas Indraprasta PGRI, Indonesia)
Sri Setyaningsih (Universitas Pakuan Bogor)
Dian Wulandari (Universitas Pakuan Bogor)

Jurnal Syntax Imperatif : Jurnal Ilmu Sosial dan Pendidikan
Vol. 7 No. 3 (2026): Jurnal Syntax Imperatif: Jurnal Ilmu Sosial dan Pendidikan

Teachers' organizational commitment is a critical determinant of educational quality, institutional effectiveness, and long-term school sustainability. Despite extensive research demonstrating the influence of organizational culture, leadership, self-efficacy, and work motivation on organizational commitment, previous studies have predominantly focused on examining statistical relationships without providing evidence-based priorities for organizational improvement. This study aims to develop an integrated model for strengthening teachers' organizational commitment through organizational culture, agile leadership, self-efficacy, and work motivation by combining Structural Equation Modeling–Partial Least Squares (SEM-PLS) with the Science and Technology Index Optimization Recommendation Method (SITOREM). A quantitative explanatory research design was employed involving 195 permanent teachers from private vocational schools in West Jakarta, Indonesia. Data were collected using validated Likert-scale questionnaires and analyzed using SEM-PLS to evaluate the structural relationships among variables, followed by SITOREM to determine strategic priorities for improvement. The findings indicate that organizational culture, self-efficacy, and work motivation significantly contribute to teachers' organizational commitment, while agile leadership demonstrates a positive but statistically insignificant direct effect. Furthermore, work motivation partially mediates the relationships between the antecedent variables and organizational commitment. The SITOREM analysis identifies priority indicators requiring immediate managerial intervention while maintaining those that already demonstrate satisfactory performance. The integration of SEM-PLS and SITOREM represents the primary contribution of this study by bridging causal explanation with practical decision-making, thereby providing school leaders with an evidence-based framework for prioritizing organizational development initiatives. These findings contribute to the advancement of educational management literature by offering both theoretical insights into teachers' organizational commitment and a practical model for enhancing school effectiveness through systematic organizational improvement.