Indian Journal of Health and Wellbeing

2013 Indian Association of Health,

Research and Welfare

2013, 4(9), 1637-1642

http://www.iahrw.com/index.php/home/journal_detail/19#list

The influence of organizational culture, leadership behavior, and

job satisfaction towards teacher job performance
Karantiano Sadasa
Study Program of Educational Management, Pakuan University, Bogor, West Java Province, Indonesia
Administrators usually adjust their leadership behavior to accomplish the mission of the organization, and this
could influence the teacher's job satisfaction. It is therefore essential to understand the relationship between
organization cultures, leadership behavior, and job satisfaction towards teachers' performance. The data was
collected by the help of self constracted questionaire from a sample of 221 teachers of Junior High Schools in
Sukabumi. The research method used was a survey method with causal technique. The research also used a path
analysis to analyze the effect of one variable to another variable. In analyzing the data, this research used SPSS
software (statistical product and service solution), including descriptive statistical analysis, a prerequisite test data
analysis and statistical hypothesis testing. The results emerged that there is a direct and signficant influence of
organizational culture toward job performance, job satisfaction toward job performance, organizational culture
toward job satisfaction, and leadership behavior toward job satisfaction. These findings also suggest that the
organizational culture, leadership behavior and job satisfaction are important determinants of the teachers' job
performances of Junior High Schools in Sukabumi.

Keywords: job performance, job satisfaction, leadership behavior and organizational culture
The development of education quality must be supported by the
human resource which is able to do the main task and its function
professionally. For teachers to be result(s) oriented, they need to be
knowledgeable about the subject content, committed to achieve the
aims of national education (Badan Standar Nasional Pendidikan,
2008). However, facts on ground indicate that there still exists low
teacher performance in Sukabumi and this phenomenon is attributed
to human resource management. Results from previous findings
shows that from 493 teachers, 148 teachers or 30% make syllabus
and lesson planning, 128 teachers or 26% use variant methods in
implementing the learning teaching activities, other teachers use
speech method, and only 74 teachers or 15% implement the national
education curriculum. Situation in the field demonstrates that 65% of
the total number of techer's activelly takes professional development
seminars and workshops (Bagian Kepegawaian Dinas Pendidikan
Kota Sukabumi. September 2012).
One factor that researchers identify as critical to fostering
improved school academic achievement is the leadership ability to
motivate teachers (Rowan, Chiang, & Miller, 1997). Studies
indicated that the principal has a key role in initiating and affecting
the level of teacher motivation demonstrated in the school.
Ultimately, how well a leader supports and encourages teacher
motivation may directly affect the degree of school academic
achievement that occurs in the school (Weller & Weller, 2000;
Williams, 2000).
Increasingly, the literature from educational leadership and
business portray the importance of examining motivation within the
framework of organizational culture to determine the quality and
development of private and public institutions (Owens, 1991).
Organizational culture is a component of organizational climate, and
refers to the ways of thinking that are characteristic of the group of
Correspondence should be sent to Karantiano Sadasa, Study
Program of Educational Management, Pakuan University, Bogor,
West Java Province, Indonesia

people in the organization. Organizational climate refers to the

perceptions of the members of the organization regarding the
organization.
Behavioral scientists attempted to reconcile the classical
organizational theories and the human relations approach by
analyzing the individual within the context of how he or she relates
to the organization. Researchers consider the classical theory of
understanding human motivation developed by (Maslow, 1954) as
the foundation of the behavioral science approach (Lunenburg &
Ornstein, 1991). Maslow based his theory on the idea that an
organizational leader must attempt to satisfy subordinates' hierarchy
of needs. These needs are physiological, safety, belonging and love,
desire for self-respect or self-esteem, and self-actualization.
Maslow related that the need hierarchy goes from physiological to
self-actualization in sequential order; thus, one need must be
fulfilled before the next one can be addressed. Maslow further
contended that a person becomes functionally autonomous only
when he or she has reached the self-actualized level of motivation
(Maslow, 1954). Therefore, from Maslow's view, worker motivation
is intrinsically dependent on prior fulfillment of basic needs.
Organizational culture has the potential to enhance job
performance and employee job satisfaction (Kotter, 2012). If an
organizational culture becomes indifferent with the changing
expectations of internal or external stakeholders, the organization's
effectiveness can decline as has occurred with some organizations
(Ernst, 2001). Organizational culture and performance clearly are
related (Kopelman, Brief, & Guzzo, 1990), although the evidence
regarding the exact nature of this relationship is mixed. Studies show
that the relationship between many cultural attributes and high
performance has not been consistent over time (Denison, 1990;
Sorenson, 2002). Based on what we know about cultureperformance relationships, a contingency approach seems to be a
good one for leaders to adopt (Burns & Stalker, 1961; Burt, Gabbay,
Holt, & Moran, 1994). Further investigations on this issue are
unlikely to discover one best organizational culture, either in

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SADASA/ THE INFLUENCE OF ORGANIZATIONAL CULTURE, LEADERSHIP

terms of strength or type (Hellriegel & Slocum, 2011). However, we

do know that employees of an organization with a strong culture will
follow its values with little questioning. A weaker culture provides
only broad guidelines to its members (DuBrin, 2012).
One of the greatest assets any country has in developing its social
health and its economic health is its school systems. High-quality
education leads to an educated workforce, thereby increasing
economic capital in the improved country. An enlightened citizenry
is important to the welfare of a nation

Method

3
4
5
6
7
8

Range
Mean
Median
Mode
Standard Deviation
Variance

42
151.88
154
155
9.47
89.73

60
138.27
138.41
137
11.09
123.03

50
135.79
135
133
9.52
90.73

53
151.94
152
152
9,36
87.67

Descriptive results for all variables, namely organizational culture

(X1), leadership behavior (X2), job satisfaction (X3), and teachers'
job performance (X4).

Regression and correlation results

The study population was civil servant teachers from all government
owned Junior High Schools in Sukabumi. In order to obtain a
representative sample of respondents for the study, certified teachers
were obtained through proportional random sampling techniques
totaling to 221 (Sugiyono, 2005).

Linearity test aims to determine whether two variables have

significant relationship or not. Meanwhile, regression analysis test
was conducted to test the relationship among variables, namely
fulfilling the requirement that the variables have linear relationship
and regressive significance. Besides, it can be used to identify how
much the correlation from the variables which have causal
relationship as the basic in calculation of path analysis model.

Instruments

Table 2: Coefficients

Participants

Self-developed and standardized tools were used to collect relevant

data for the study. Based on the design of the study, the research tools
used for data collection were questionnaires, these instruments were
developed by the researcher based on: (1) theoretical framework as
this helped in obtaining clarity in the operational definitions of study
variables, (2) determine the indicators of each variable,(3) developed
framework based on indicators, (4) developing instruments in form
of statements, (5) testing instrument that measure organizational
culture, leadership, and teachers job satisfaction, (6) testing
instruments to establish validity and reliability before they were
applied in the final data collection from Junior High School teachers
in Sukabumi, through the use of Cronbach Alpha measure of
reliability of 0.70 was considered as adequate reliability, all variables
in the study were established to be reliable after an exploration study
conducted on respondents outside the study sample.

Procedure
The subjects were individually administered the above mentioned
measures under the supervision of the researcher. The subjects were
well instructed and the investigator established a good rapport with
respondents. These measures were instructed and processed in
Indonesian language. All respondents were contacts in their schools
during free time after making appointment with them. Data collected
were scored and tabulated before statistical analysis, the ratings
given by respondents in usual manner where positive items were
scored in a reverse manner for negative items.

Model

(Constant)
1 X1
X2

Table 1: Statistical Descriptive Research Data

Standardized
Coefficients

Std. Error

Beta

24.002
.588
.163

7.464
.059
.050

.585
.190

Sig.

3.216
9.948
3.226

.001
.000
.001

Analysis result shows that in multiple, X1 and X2 to X3 is Farithmetic > Ftable

(0.05) (112.592 > 1,971), and partially, coefficient score for 31 =
0,585 is tarithmetic > ttable (9.948 > 1.971) and coefficient score for 32 =
0,190 is tarithmetic > ttable (3.226 > 1.971). The number of unexplained
variance by variables X1, X2 and X3 is 1 =
Therefore, it can be concluded that both analysis in multiple and
partially confirms that organizational culture and leadership
behavior influence the job satisfaction.
Table 3: Summary of Path Coefficient and Correction in SubStructural-1
Path Coefficient

Path Coefficient Scores

Tstatistics

ttable ( = 0,05)

0.585
0.190

9.948
3.226

1.971
1.971

Unstandardized
Coefficients

Standardized t
Coefficients

31
32

Table 4: Coefficients
Model

Results
To achieve the objectives of the study, correlation and regression was
used to establish the relationship between organizational culture,
leadership and job satisfaction using (SPSS version 20 for Windows)
software program.

Unstandardized
Coefficients

(Constant)
X1
1 X2
X3

Std. Error

Beta

73.070
.100
.357
.206

8.813
.082
.060
.078

.100
.423
.210

8.291
2.122
5.986
2.640

Sig.

.000
.009
.000
.009

a. Dependent Variable: X4
Sr.

1
2

Description

Min
Max

Variable
X1

X2

X3

X4

170
128

100
160

109
159

119
172

Analysis result shows that in multiple, X1, X2 and X3 to X4 is

obtained the result Faritmathic > Ftable (0.05) ( 34,902 > 1,971), and
partially, it is obtained path coefficient score 41 = 0,100 in which
taritmathic > ttable (2,122 >1,971), path coefficient score 42 = 0,423 in which

Indian Journal of Health and Wellbeing 2013, 4(9), 1637-1642

taritmathic > ttabel (5.986 > 1,971) and path coefficient score 42 = 0.210 in
which taritmathic > ttabel (2.640 >1.971). The number of unexplained
variance by X1, X2, X3 and X4 variables is 2 =
Therefore, it can be concluded that both analysis in multiple and
partially show that organizational culture, leadership behavior, and
job satisfaction influence the teachers' performances.
Next, it can be seen clausal form among sub-structure-2 variables,
path coefficient score and correlation coefficient for each path in
Summary of Path Coefficient and Correlation Coefficient and figure
4, are as follows:
Table 5: Summary of Path and Correlation Coefficients in SubStructural-2
Path Coefficient
41
42
43

Path Coefficient Score

Taritmathic

ttable ( = 0,05)

0.100
0.423
0.210

2.122
5.986
2.640

1.971
1.971
1.971

According to the result of clausal significance test conducted to substructural-1 model which consists of the influence of organizational
culture toward the job satisfaction (31) and leadership behavior
toward job satisfaction (32), and the test of sub-structural-2 model
which consists of the influence of organizational culture toward
teachers' job performances (31), leadership behavior toward job
satisfaction (32), and the influence of job satisfaction toward
teachers' job performances (43), so the result of test can be
summarized in Table 11 as follows:

Hypothes2s of the study

Data from the analysis result in the model test of sub-structural-1 and
sub-structural-2 was used as the basic in the hypothesis testing and
conclusion for this research. The explanation of hypothesis is
explained as follows:
Direct Positive Influence of Organizational Culture toward
Teachers' Job Performances. Research hypotheses which will be
tested are:
H0: 41 0: There is no direct positive influence of organizational
culture toward teachers' job performances
H1: 41 > 0: There is a direct positive influence of organizational
culture toward teachers' job performances
According to the result of analysis, it is obtained that path
coefficient score of organizational culture directly influences
teachers' job performances, namely 41= 0.100 with tarithmetic >
ttable (=0.05) (2.122 >1,971). Therefore, refuse Ho and accept
H1, meaning that path coefficient is significant.
According to the analysis, it can be concluded that organizational
culture directly influences the teachers' job performances.
Direct Positive Influence of Leadership Behavior toward
Teachers' Job Performances
Research Hypotheses that will be tested are:
H0: 42 0: There is no direct positive influence of leadership
behavior toward teachers' job performances
H1: 42 > 0: There is a direct positive influence of leadership
behavior toward teachers' job performances
According to the result of analysis, it is obtained that path
coefficient score of leadership behavior directly influences teachers'
job performances, namely 42 = 0.423 with tarithmetic > ttable

1639

(=0.05) (5.986 >1.971). Therefore, refuse Ho and accept H1,

meaning that path coefficient is significant.
According to the result of analysis above, it can be concluded that
leadership behavior directly influences the teachers' job
performances.
Direct Positive Influence of Organizational Culture toward Job
Satisfaction
Research Hypotheses that will be tested are:
H0: 31 0: There is no direct positive influence of organizational
culture toward job satisfaction
H1: 31 > 0: There is a direct positive influence of organizational
culture toward job satisfaction
According to the result of analysis, it is obtained that path
coefficient score of organizational culture directly influences the job
satisfaction, namely 31 = 0.585 with t arithmetic > t table (=0,.05)
(9.948 >1.971). Therefore, refuse Ho and accept H1, meaning that
path coefficient is significant.
According to the result of analysis, it can be concluded that
organizational culture directly influences the job satisfaction.
Direct Positive Influence of Leadership Behavior toward Job
Satisfaction
Research Hypotheses that will be tested are:
H0: 32 0: There is no direct positive influence of leadership
behavior toward job satisfaction
H1: 32 > 0: There is a direct positive influence of leadership
behavior toward job satisfaction
According to the result of analysis, it is obtained that path
coefficient score of leadership behavior directly influences job
satisfaction, namely 32= 0.190 with t arithmetic > t table (=0.05)
(3.226 >1.971). Therefore, refuse Ho and accept H1, meaning that
path coefficient is significant.
Based on the result of analysis, it can be concluded that leadership
behavior directly influences job satisfaction.
Direct Positive Influence of Job Satisfaction toward Teachers' Job
Performances
Research Hypotheses that will be tested are:
H0: 43 0: There is no direct positive influence of job satisfaction
toward teachers' job performances
H1: 43 > 0:There is a direct positive influence of job satisfaction
toward teachers' job performances
According to the result of analysis, it is obtained that path
coefficient score of job satisfaction directly influences the teachers'
job performances, namely 43= 0.210 with tarithmetic > t table
(=0.05) (2.640 >1.971). Therefore, refuse Ho and accept H1,
meaning that path coefficient is significant. Based on the result of
analysis, it can be concluded that job satisfaction directly influences
the teachers' job performances.

Direct and indirect influences

The result of hypothesis testing as elaborated above is the significant
level which can be used to know whether there is direct or indirect
influences which happen among variables in the clause. From the
result, it is known that there are five direct positive influences and
two indirect positive influences:
According to the result of analysis, it is known that variables
which give highest influence score is organizational culture to job
satisfaction (31 = 0.585), then leadership behavior to teachers' job

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SADASA/ THE INFLUENCE OF ORGANIZATIONAL CULTURE, LEADERSHIP

performances (42 = 0.423), job satisfaction to teachers' job

performances (43 = 0.210), leadership behavior to job satisfaction
(32 = 0.190), and the lowest influence score is organizational
culture to teachers' job performances (41 = 0.100). It is shown in
Table 6: Direct and Indirect Clausal Influences
Influences

Path Coefficients

Among
Variables

Total Clausal Influences

Direct

Indirect
through X3

Total
Influences

X1 to X4

41

0.100

0.100

0.123

0.223

X2 to X4

42

0.423

0.423

0.040

0.463

X3 to X4

43

0.210

0.210

0.210

X1 to X3

31

0.585

0.585

0.585

X2 to X3

32

0.190

0.190

0.190

Organizational culture gives highest influence to job satisfaction. It

indicates that organizational culture with its all indicators
significantly influences job satisfaction of teachers. Teacher's view
that the values, tradition, belief, rules, commitment, and
communication pattern agreed and implemented together can create
the aims of organization compared to other factors. This thing means
that every development of teachers' perceptions to those values will
influence directly to the level of satisfaction of teachers' job
performances to the tasks that they undertake.
According to the result of analysis, it is obtained that the lowest
influence is laid on the organizational culture to teachers' job
performances. It means that teacher's view that values, tradition,
belief, rules, commitment, and communication pattern agreed and
implemented together can create the aims of organization. Its
influence is very low to the job performance which can be reached by
the teachers according to their tasks and responsibility. It also shows
that the encouraging development of organizational culture will
develop teachers' job performances but the influence is lower than
other research variables.

Discussion
Results of the present study revealed that organizational culture,
leadership and job satisfaction significantly influence teachers'
performance of junior high schools in Sukabumi, these finding are in
line with most theories of organizational behaviors (Robbins, 2002,
2006, 2008; Slocum, 2011) in which organizational culture is the
soul of all organizational existence which can be the guideline and
base for the members to involve, develop self-potentials, express
ideas and ability for the progress of organization.
Organizational culture in the present study was measured through
indicators of values, tradition, belief, rules, commitment, and
communication pattern, which become the agreed references values
which are understood and implemented in the internal life of
organization (Simanjuntak, 2005).
Leadership behavior of all junior high schools in Sukabumi
influence teachers' job satisfaction. The research also discovered that
leadership behavior will also influence teachers' job satisfaction. As
well as the above described individual factors, the research also
showed that factors at the organization level, such as the
organizational culture, also have an effect on job satisfaction. This
result is consistent with the results of (Gifford et al.). It is important
for school administrators to establish a good organizational
infrastructure in addition to improving the working environment in

order to increase teachers' job satisfaction.

Decisions about teachers are often made by a team, rather than by
a single individual. To maintain open communication and better
coordination, as well as avoiding possible conflicts, one must rely on
the role of leaders to motivate the team to achieve the organization
goal. It was found that encouragement and support by leaders, their
trust and clear vision, their consistent behavior in this regard and
their ability to convince subordinates to acknowledge their vision,
can all influence teachers job satisfaction. On the other hand, the
study found that the factors in achieving job satisfaction were not
limited to the employee's working environment, but also included
interactions between working partners, so it is recommended that
school administrators not only establish relationships within the
staff, but also work to improve these relationships to increase job
satisfaction and performance in all junior high schools of Sukabumi.
Academics who study organizational culture as their research
topic feel that organizational culture is complex. It will influence
different employee attitudes and behavior for example (Trice &
Beyer, 1993) discovered a correlation between employee turnover
intentions, knowledge sharing organizational commitment,
organizational citizenship behavior, job satisfaction and
organizational culture. Other academics have found that
organizational culture is also related to organization or employee
efficiency. Good examples are an organization's innovative ability,
teachers' effectiveness for example higher levels of goal orientation,
self-control (Trice, 1993) believed that a satisfactory work
environment can be created by the employees when an organization
possesses a healthy culture and thus has a positive attitude towards
employee work. Therefore, the relationship between organizational
culture and teachers' performance has been emphasized by different
academics from various fields.
Organizational culture does not only directly influence the
performance positively, but it also influences indirectly the
performance through job satisfaction. This mechanism
demonstrates that teachers cannot be separated from the process of
learning activities and other activities in the school as learning
organizations. When teachers feel that they cannot be separated
from school, so they will be satisfied with values, norms, rules,
traditions, and communication patterns agreed and implemented
together in order to reach the aims of organization.
According to the test result of path analysis model, it is obtained
that leadership behavior directly influences performance positively.
This finding is in line with the theory stated before, in which
leadership behavior is the description of condition and existence of
organizational management which becomes the guideline and base
for the members to understand and evaluate the existence of that
organization. The strength of leadership behavior can give some
considerations, idea development, belief, support, direction, and the
ways to solve the problems of the employees. Besides, it can also
carry out the supervision to the employees. Because of those
matters, the members of employees can get the certainty, comport
and good examples in doing their tasks, so that they can express their
skills and potentials optimally to reach the agreed target and aims of
organization. This thing is in line with the opinion from (Robbins,
2008) who states that: leadership behavior defined as the use of
power and influences to direct the activities of followers toward goal
achievement. Leadership behavior is defined as the ability to use the
strength and influences to direct the followers in reaching the goals.

Indian Journal of Health and Wellbeing 2013, 4(9), 1637-1642

The harmony between the employer and the employees in

understanding and undertaking an activity to realize the aims of
organization, leads to the better cooperation between the employer
and employees in planning activities, problem analysis, activity
evaluation and decision making. Besides, it may lead to the
development of creativity and effectiveness of employers in
finishing their tasks. Therefore, the employees will be directed to do
the effective and efficient tasks in the job, so it can also develop their
job performances. That thing is in line with the opinion from
(Newstrom, 2008): performance is satisfactory, feedback enhance
employee's self-image and feeling of competence. Performance
feedback lead to booth improved performance and improved
attitude. Performance is the satisfaction, as the feedback to develop
the image and competency of employees. Performance feedback
leads to the development of performance and attitude change.
The previous study shows that leadership behavior influences
directly the performance positively, such as the finding of the study
conducted by (Tsang-lang Liang, 2011) which describes that: Two
hundred and sixty six employees from 43 electronic companies in
Taiwan participated in this study. The results showed that
transformational and transactional leadership had a significant
positive relationship with task performance. This study involved
256 respondents; employees from 43 electronic companies in
Taiwan. The finding of study shows that transformational and
transactional leadership have significant positive relationship with
task performance.
Leadership behavior directly influences performance positively. It
also influences indirectly performance positively through job
satisfaction. This thing shows that teachers cannot be separated from
the process of learning activities and other activities in the school.
When teachers feel that they cannot be separated from school and
they feel satisfied with the leadership behavior which can give the
ability to give consideration, idea development, belief, support,
direction and solution for the problems. It means that teachers give
positive evaluation to the indicators and the job performances that
they achieve. Therefore, that thing can develop their job
performances in implementing the tasks based on their
responsibilities.
In conclusion, the findings of this research analysis support the
theories, opinions from other theorists, and previous studies about
direct positive influence of leadership behavior toward the
performance and indirect positive influence of leadership behavior
toward the performance through job satisfaction.
Direct positive influence of organizational culture toward job
satisfaction: According to the test result of path analysis model, it is
obtained that organizational culture directly influences the
performance positively. The finding is in line with the theories stated
before, such as the theory from (Jennifer & Garreth, 2008): job
satisfaction the collection of feelings and beliefs that people have
about their current jobs is one of the most important and wellresearched work attitude in organizational behavior. Job satisfaction
is a collection of feeling and belief owned by someone toward the job
that they undertake. Meanwhile, organizational culture is the soul of
all existences of organization which become the guideline and base
for the members to involve, develop self-potentials, express ideas
and skills for the development of organization. This thing is in line
with the opinion from (Gibson, 2009):Organizational culture is
what the employees perceive and how this perception creates a

1641

pattern of beliefs, values, and expectation, Organizational culture

is what is perceived by the employees and how that perception can
create the belief, values, and hopes. Therefore, it can be concluded
that organizational culture gives understanding and awareness
ethics about a value choice which must become the base of belief in
carrying out the tasks and interaction in that organization. The
values also have the belief which is in line with their needs, so that
the organization' members need those values.
The values, tradition, belief, rules, commitment and
communication patterns are the indicators of organizational culture
in this research which become the references of values which are
agreed and understood. Those values are carried out in the internal
life of organization. Then, those values become the guidelines when
interacting with other members outside the organization. Those
values also become the characters and behaviors of the members
which differentiate them with other members. Those values also can
build the identity, solidarity, belief, happy and satisfied feeling for
the teachers because they are respected and understood each other in
doing the agreed rules and aims sincerely. The satisfied and happy
feeling to the job, tasks, and responsibility is the manifestation of
satisfied and happy feeling toward the values, traditions, beliefs,
rules, and communication pattern which are agreed and
implemented together in the school learning organization (Vecchio,
2006).
Direct positive influence of leadership behavior toward the job
satisfaction: According to the test result of path analysis model, it is
obtained that leadership behavior directly influences the job
satisfaction positively. This finding is in line with the theory stated
before, in which the leadership behavior is the description of
condition and existence of organizational management which
becomes the guideline and base for the members to understand and
evaluate the existence of that organization. The strength of
leadership behavior in giving consideration, idea development,
belief, support, direction, supervision, and solution for the problems
faced by the employees, will give direction and clear attitude to the
employees. Because of it, the teachers will get the certainty,
comport, safely feeling, support, prestige achievement and
appreciation from the employer in undertaking their tasks. The
employees (teachers) can also express their potentials and skills
optimally to reach the target and aims of organization which have
been agreed together. This thing is in line with the opinion from
(Robbins, 2008) who states that leadership is the process of
influencing people to direct their efforts toward achievement of
some particular goals and goals. Leadership behavior is the process
of influencing and directing people to reach the general or special
aims. There is also a statement from leadership behavior defined as
the use of power and influences to direct the activities of followers
toward goal achievement.
Direct Positive Influence of Job Satisfaction to Performance:
According to test result of path analysis model, it is obtained that job
satisfaction directly influences performance positively. This finding
is in line with the theory stated before, in which job satisfaction is the
description of condition and the existence of pleasure and
displeasure feeling of the employees to the implementation of job,
task and responsibility in an organization. Job satisfaction in this
research is tested with indicators: salary, safety feeling, prestige
achievement, leader appreciation, job condition, promotion chance,
and colleague. Basically, job satisfaction is related to the employees'

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SADASA/ THE INFLUENCE OF ORGANIZATIONAL CULTURE, LEADERSHIP

attitudes toward those indicators, whether the employees are happy

or satisfied with those indicators or not. Those employees' attitudes
will affect the overall process of task implementation and the jobs
which become their responsibilities, because the happy or satisfied
feeling can affect the job performances of the employees. This thing
is in line with (Jennifer & Garreth's opinion, 2008): job satisfaction
the collection of feelings and beliefs that people have about their
current jobs is one of the most important and well-researched work
attitude in organizational behavior. Job satisfaction is a collection of
feeling and belief owned by someone to the job that he/she
undertakes.
The previous study shows that job satisfaction directly influences
the performance positively, such as the finding of study from (Khan,
2012) in his research report: The sample of the study is comprised of
200 doctors, nurses, administrative and accounts staff working in
autonomous medical institutions in Punjab. 250 Questionnaires were
distributed out of which 200 were received back and used for
analysis. SPSS is used for data analysis statistically.
It is concluded from study that facets such as: pay, promotion, job
safety and security, working conditions, job autonomy, relationship
with co-workers, and relationship with supervisor and nature of
work; affect the job satisfaction and performance. It is concluded
from the study that the aspects, such as pay, promotion, job safety and
security, working conditions, job autonomy, relationship with coworkers, relationship with supervisor and nature of work; influence
the job satisfaction and performance.

Conclusion
Culture within an organization is very important, playing a large role
in whether or not the organization is a happy and healthy place to
work. Through communicating and promoting the organizational
vision to subordinates, and in getting their acknowledgment of the
vision, it is possible to influence their job satisfaction and
performance. When there is good interaction between the leader and
subordinates, there will be contributions to team communication and
collaboration, and encouragement of subordinates to accomplish the
mission and objectives assigned by the organization, which in turn
enhances job satisfaction.

References
Badan Standar Nasional Pendidikan (2008), Departemen Pendidikan Nasional, Badan
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