PENGARUH ANTARA PERCEIVED EXTERNAL PRESTIGE TERHADAP KETERIKATAN ORGANISASI

Educational institutions are required to maintain a strong external reputation to foster positive public perceptions, including among teachers. This study examines organizational engagement among teachers in relation to perceived external prestige, defined as teachers’ perceptions of their institution’s positive image and appreciation in the external environment. Teachers who perceive high external prestige tend to experience greater pride and stronger attachment to their organization. This study aims to analyze the effect of perceived external prestige on organizational engagement among teachers. Using an associative quantitative approach with simple linear regression analysis, data were collected from 137 teachers aged 18–59 years through a non-probability sampling method. The instruments used were the Perceived External Prestige Scale and The Organizational Engagement Scale. The results show that perceived external prestige has a significant effect on organizational engagement (p < 0.05), accounting for 32.8% of the variance, while 67.2% is explained by other factors. These findings indicate that higher perceived external prestige is associated with higher organizational engagement among teachers.