VOlUME 06 ISSUE 08 AUGUST 2023
1Rini Damayanti, 2Rustam Effendi, 3Mahrita
1,2,3Master of Education Administration Program, Lambung Mangkurat University, Banjarmasin 70123, Indonesia
DOI : https://doi.org/10.47191/ijsshr/v6-i8-61Google Scholar Download Pdf
ABSTRACT
The purpose of this research is to investigate the direct and indirect impacts of principal supervision, self-concept, and job satisfaction on teacher organizational commitment in Senior High Schools in the North Banjarmasin District. This research employs a quantitative approach. The study population included 229 teachers from the North Banjarmasin sub-district, with a sample of 146 individuals chosen using Proportional Random Sampling. Questionnaires were used to collect data, which was then analyzed using descriptive and inferential statistics. According to the findings of this study, the principal supervision, self-concept, job satisfaction, and organizational commitment of teachers were all high. The principal supervision influenced organizational commitment by 0.119, self-concept influenced organizational commitment by 0.164, job satisfaction influenced organizational commitment by 0.706, principal supervision influenced job satisfaction by 0.622, and self-concept influenced job satisfaction by 0.323. Furthermore, it obtained a 0.303 indirect effect of the principal supervision on organizational commitment through job satisfaction and a 0.213 indirect effect of self-concept on organizational commitment through job satisfaction.
KEYWORDS:Principal Supervision, Self-Concept, Job Satisfaction, Organizational Commitment
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