A Quantitative Study on the Determinants of Collaborative Culture in Inclusive Primary Schools: The Role of Social Competence, Work Motivation, and Organizational Climate
DOI:
https://doi.org/10.17977/um005v9i22025p303-320Keywords:
social competence, Work Motivation, organizational climate, collaborative culture, InclusionAbstract
This study aims to examine the influence of teachers’ social competence, work motivation, and organizational climate on collaborative culture in elementary schools within the Bawana Alit cluster, Tembalang District, Semarang City. Employing a quantitative approach with a correlational design, data were collected through questionnaires distributed to 153 teachers selected using proportional random sampling. The data were analyzed using descriptive statistics, multiple regression analysis, and hypothesis testing. The results showed that each independent variable social competence (r = 0.701), work motivation (r = 0.726), and organizational climate (r = 0.821) had a positive and significant influence on collaborative culture. Simultaneously, the three variables contributed significantly to the collaborative culture, with a coefficient of determination (R²) of 0.790. This indicates that 79% of the variation in collaborative culture is explained by the combined influence of the three factors. These findings suggest that improving teachers’ interpersonal skills, fostering intrinsic and extrinsic motivation, and cultivating a positive organizational climate are key strategies to enhance collaboration among teachers. The implications emphasize the importance of integrated efforts in school management to build a collaborative culture that supports quality education improvement in elementary schools.
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