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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...