abstract

This study investigates the impact of organizational culture on teacher job satisfaction in private Christian Bible schools in North Yangon, Myanmar. This study employed four cultural dimensions (involvement, consistency, adaptability, and Mission) for a framework to understand how these traits influence teacher job satisfaction in these schools. The data is gathered from teachers in private Christian Bible schools in North Yangon using a structured questionnaire on a Five-Point Likert scale. The results show that involvement has the most significant impact on teacher job satisfaction. Among these four dimensions, involvement (p = 0.000) and mission (p = 0.008) are the most influential elements based on regression coefficients. There are more male respondents (66.7%) who hold master’s degrees (60.7%) and have extensive teaching experience. To further improve teacher job satisfaction, it is essential to pay attention to adaptability and consistency. The findings provide practical advice to school leaders to enhance teacher satisfaction and retention, which directly affects student learning outcomes and the long-term sustainability of private Christian Bible schools. This study helps fill the gap in understanding the role of organizational culture in private Christian Bible schools, laying the groundwork for further research and policy development.