Teacher competence, school management, and organizational culture as joint drivers of teacher productivity: Evidence from SMA Negeri 66 Jakarta

This study investigates whether teacher competence, school management, and organizational culture jointly and separately shape teacher productivity in a public urban high school context. Using a census of 63 teachers at SMA Negeri 66 Jakarta, we administered multi-item Likert instruments aligned with national education standards and management/culture frameworks. Psychometric screening yielded high internal consistency across scales (α ≈ 0.88–0.96), and classical OLS assumptions (normality, homoskedasticity, linearity, absence of harmful multicollinearity) were satisfied. Bivariate analyses showed that competence had the strongest zero-order association with productivity (r ≈ 0.92; R² ≈ 81%), followed by organizational culture (r ≈ 0.61; R² ≈ 37%) and school management (r ≈ 0.44; R² ≈ 19%). In the simultaneous model, all predictors remained positive and significant, with combined explanatory power around 38–39% (p