ADHOCRACY CULTURE IN STRENGTHENING THE QUALITY OF WORK LIFE IN INNOVATIVE EDUCATION
DOI:
https://doi.org/10.21009/ishel.v2i1.70036Keywords:
quality of work life, adhocracy culture, innovation, work flexibilityAbstract
Quality of work life is a key factor in creating a productive, innovative, and sustainable educational environment. Adhocracy culture is believed to strengthen teachers' work experiences, increasing their satisfaction and motivation. This study aims to describe teachers' perceptions of adhocracy culture in strengthening the quality of work life in innovative educational institutions. The study used a descriptive qualitative approach with a survey method, involving 125 high school teachers in the Jakarta area as respondents. Data were collected through a closed-ended questionnaire using Google Forms that included indicators of adhocracy culture, including innovation, creativity, work flexibility, and leadership support. Data were analyzed using descriptive statistics to obtain percentages and trends in respondents' perceptions. The study findings indicate that 80%-90% of teachers agreed that adhocracy culture has a strong presence in their schools. The innovation aspect was the most dominant indicator with the highest level of agreement (90%), while work flexibility showed the lowest percentage (83%) although still in the high category. In addition, adhocracy culture has been shown to positively contribute to the quality of teachers' work life, especially in increasing psychological comfort, motivation, development opportunities, and a sense of meaning in work. This research strengthens the adhocracy culture as a school organizational development strategy to create a more responsive, creative, and supportive work environment for teacher welfare.
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