The Effect of Interpersonal Communication, Organizational Culture, Job Satisfaction, and Achievement Motivation to Organizational Commitment of State High School Teacher in the District Humbang Hasundutan, North Sumatera, Indonesia
Tiur Asi Siburian

Abstract
This study aims to answer the problems of the six hypotheses proposed, which include 1) the direct influence of interpersonal communication on job satisfaction of teachers, 2) the direct influence of interpersonal communication on the organizational commitment of teachers, 3) the direct influence of organizational culture on achievement motivation, 4) the direct influence of organizational culture on the organizational commitment of teacher, 5) direct influence of job satisfaction on the organizational commitment of teachers, and 6) the direct effect of achievement motivation on the organizational commitment of senior high school teachers in the District Humbang Hasundutan. The study population was State high school teacher as many as 354 people. A sample of 150 people was taken by using proportional random sampling technique. The research instrument was a questionnaire with Likert scale developed by making synthetic variables of these theories to be measured, defining the construct of the variables, developing dimension and indicator variables, making lattice instrument grid, specifying the amount or the parameter range that moves in a continuum, and writing instrument items that can form a statement or question. Development of research instruments is done by carrying out trials to produce an instrument that meets the requirements of validity and reliability. The research data were processed and analyzed with path analysis. Analysis of this pathway begins with the test requirements analysis including tests of normality, homogeneity, and linearity and regression significance. The analysis showed no direct influence of interpersonal communication on job satisfaction of teachers with path coefficients of 0,747, the direct influence of interpersonal communication on organizational commitment of teachers with path coefficients of 0,259, the direct influence of organizational culture on achievement motivation with path coefficients of 0,901, then, there is a direct effect of organizational culture on the organizational commitment of teachers with path coefficients of 0,233, the direct effect of job satisfaction on the organizational commitment of teachers with path coefficients of 0,213, and the direct influence of achievement motivation on the organizational commitment of teachers with the path coefficients for 0,251. With these findings, it can be concluded that the more effective interpersonal communication, organizational culture, job satisfaction and high achievement motivation, the higher the interpersonal communication teacher at senior high school (SMA) Humbang Hasundutan district. Therefore, to optimize the commitment of high school teachers' affective, there is necessity for increasing the effectiveness of interpersonal communication, organizational culture, job satisfaction and achievement motivation.

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