Abstract

Since 2020, Yogyakarta has been named the region with the highest literacy rate in Indonesia. Based on observations and interviews, Yogyakarta's excellence in realizing a school literacy culture is due to three aspects: school literacy policy, literacy programs, and literacy instruction. This study uses a quantitative approach with a correlation research design. This study aims to analyze the relationship and strength of the influence of school literacy policy, literacy programs, and literacy instruction on the realization of school literacy culture. This study involved 312 elementary school principals in Kulon Progo, Bantul, Gunung Kidul, Sleman, and Yogyakarta City. The data was analyzed using SPSS 26 and the SMART-PLS application. The results showed that school literacy policy (0.730), literacy programs (0.703), and literacy instruction (0.794) had a strong relationship (positively correlated) with school literacy culture. Linear regression analysis showed that school literacy policy, literacy programs, and literacy instruction affected the realization of school literacy culture by 53.3%, 49.4%, and 63.1%, respectively. Simultaneously, these three variables affect the realization of school literacy culture by 85.6%, while the remaining 14.4% is influenced by other variables outside the variables studied. These variables might be facilities, adequate reading materials, motivation of the school community, cooperation with parents, evaluation by the principal and education office, and others.