The Role of School Organizational Culture in Improving Teachers’ Learning Innovation Practices

Abstract

This study aims to analyze the role of school organizational culture in enhancing teachers’ innovative teaching practices at Abadijaya 3 Public Elementary School in Sukmajaya District, Depok. The study employs a qualitative approach using a descriptive method. Data were collected through in-depth interviews, observations, and documentation, with informants including the principal, the vice principal for student affairs, representatives of homeroom teachers for grades 1–6, and other school staff. Data were analyzed through open coding, axial coding, selective coding, and thematic integration, and were reinforced through triangulation of sources and methods. The results indicate that the school’s organizational culture is characterized by a sense of community, cooperation, discipline, responsibility, professionalism, open communication, mutual respect, and openness to change. This culture is fostered through the principal’s leadership support, collaboration among teachers, professional development, supervision, evaluation, and opportunities for teachers to experiment with and adapt learning strategies. Innovative practices are manifested through varied teaching methods and models, the use of media and technology, active and contextual learning, and adaptations to students’ characteristics and resource constraints. Key findings indicate that organizational culture functions as a collaborative and adaptive ecosystem that supports the sustainability of learning innovation.