International Journal of Managerial Studies and Research (IJMSR) Volume 3, Issue 6, June 2015, PP 165-170 ISSN 2349-0330 (Print) & ISSN 2349-0349 (Online) www.arcjournals.org ©ARC Page 165 The Effect of Organizational Culture, Personality, Work Moti- vation to Teachers’ Organizational Commitment Supramono 1 , Soewarto Hardhienata 2 , Widodo Sunaryo 3 Post Graduate Program, Universitas Pakuan Bogor, Indonesia 1 supramonouika@gmail.com, 2 s-hardh@indo.net.id, 3 widodosunaryo@yahoo.com Abstract: The aim of this study is to examine the influence of organizational culture, personality and motivation on Teachers’ Organizational Commitment either individually or jointly. Variables of Organizational Culture, Personality and motivation serve as independent variables while the dependent variable is Organizational Commitment. The study was conducted on randomly selected 92 teachers of Senior Islamic High School in the city of Bogor, West Java. Using mix method, sequential explanatory design is applied where quantitative come first. The study both quantitatively and qualitatively reveals that there is a positive significant relationship among variables under the following distribution of coefficient of correlation: Organizational Culture to Organizational Commitment= 0.052, Personality to Organizational Commitment = 0.172, Motivation to Organizational Commitment=0.264 and when tested together it produces coefficient of correlation = 0.712, indicating the existence of other 28.8% variables not including in the model affecting factors affecting Organizational Commitment within the teachers’ working environment. Keywords: Organizational Culture, Personality, Work Motivation, Organizational Commitment. 1. INTRODUCTION Improving the quality of education should be supported for the human resources capable of carrying out the duties and functional. Teachers have a strategic position in teaching and learning processes and the quality of student learning outcomes ultimately determine the quality of the teaching staff. They both theoretical knowledge and practical as well as a variety of skills possessed will continue and become a means of developing scientific attitude in students. An important and Development provides a variety of amenities as well as demanding attention and treatment luminance determines the attainment of the objectives of education are students and educators. Quality is a decisive factor for the quality of learning and educational outcomes in general education institutions in accordance with the objectives stated in its vision and mission. Commitment of teachers is a factor that determines the success of achieving the goal of a school organization. Commitment to the organization can be reflected in the performance of their duties and functions in the implementation of the program of the organization. One form of implementation Commitment is the treatment of time in the form of its presence in the project in order to provide excellent service. This is in line with the duties and functions of teachers in educational organizations that follow. Where teachers have the professional resources in educational organizations will showcase the results reflect the true state of performance. According to preliminary survey data conducted on May 1, 2013 to August 20, indicates the level of attendance as follows: 8.80% was late to start class, 9.95 % was absent, preparation of teaching 3.30 %, and surprisingly time was mostly allocated to attend meeting of the school committee is 90.25% which is not in balance with the standard of working requirement allocation. It can be concluded that the condition of Organizational Commitment Islamic Senior High School in the city is low and should be increased as they have not in compliance with job requirement. 2. LITERATURE REVIEW Commitment has been the subject of several meta-analyses (Cooper-Hakim & Viswesvaran, 2005; Meyer, Herscovitch, & Topolnytsky, 2002) largely because employees with low levels of commitment are more likely to leave their organizations (Rajiani, 2012). Allen and Meyer (2000) three-component model of commitment consists of affective, normative, and continuance components.