Abstract

This study aims to explore the influence of teacher work commitment on school effectiveness, considering the mediating role of school culture, particularly in the context of Integrated Islamic Schools in Blitar Regency. The research method used is an explanatory research approach with data analysis through structural equation modeling (SEM) statistical techniques. Data were collected using questionnaires distributed to teachers and principals at Al-Hikmah Integrated Islamic School in Garum District and Ibadurrahman Integrated Islamic School, resulting in a total of 165 samples. The data were then analyzed using path models to test the established hypotheses. The study results show that teacher work commitment significantly influences school effectiveness with a path coefficient of 0.132 and a t-statistic value of 2.424 (p-value < 0.05). Additionally, teacher work commitment is also proven to have a positive effect on school culture. School culture has a significant and partially positive impact on school effectiveness. Furthermore, the study’s findings also indicate that school culture functions as an essential mediator in the relationship between teacher work commitment and school effectiveness. This study concludes that increasing teacher work commitment not only directly improves school effectiveness but also strengthens a positive school culture. The implications of these findings suggest the need for strategies to develop teacher commitment and school culture to enhance the quality of education in Integrated Islamic Schools.