Author/s:
Werang, Basilius Redan*
Universitas Musamus Merauke, Indonesia (erna0405@yahoo.co.id; lirang267@yahoo.co.id)
Pure, Ermelinda Agnes Gunu
Universitas Musamus Merauke, Indonesia (agnesermelinda@yahoo.co.id)
Abstract:
Teacher’s organizational commitment is one of the basic concepts unfolding the relationship between an employee and an organization. As the success of an organization may depend on how its employees get committed to, this present study was aimed at designing strategic policies to boost teacher’s organizational commitment in the remote elementary schools of Merauke district, Papua, Indonesia. This present study employed a qualitative research approach using a case study research design due to that: (a) our personal competence of securing the informants’ real name and office that may cause any harm to their carrier and personality, (b) our focus is on the effort of creating strategic policies to address teacher’s organizational commitment in the remote elementary schools of Merauke district, Papua, and (c) we can utilize data of teacher’s organizational commitment from the vary of data resources, namely: local community members, educational practitioners (teachers, lecturers, school principals, school supervisors), and local government. A purposive sampling technique was used to obtain 72 informants drawn from amongst local community members, educational practitioners (teachers, lecturers, school principals, and school supervisors), and local government. Profound interview to the local community members, educational practitioners (teachers, lecturers, school principals, and school supervisors), and local government was the main tool of the study to collect data. Data were analyzed qualitatively using Ishikawa’s fishbone diagram analysis. Results of data analysis revealed three major strategic policies of boosting teacher’s organizational commitment in the remote elementary schools of Merauke district, namely: (a) strategies related to teachers’ individual characteristics, (b) strategies related to teachers’ working conditions, and (c) strategies related to educational policy maker. These findings might be imperative for the institution of teacher training and education to design curriculum to address the special need of having teachers which are morally and mentally qualified. These findings might be also worthwhile for the local government to make an effort of creating more enjoyable working conditions and of creating regulations that will practically guide the way of recruiting and of selecting the school principals.
Keywords: teacher; organizational commitment; elementary schools; remote area; Merauke district
DOI: https://doi.org/10.5861/ijrse.2017.1702
*Corresponding Author